Property of the State of Connecticut 
Not to be taken permanently from the schoolroom 


A MANUAL 

OF 

PHYSICAL EDUCATION 

FOR 

ELEMENTARY GRADES 



State Board of Education 
Hartford, Connecticut 
1922 


Approved by the State Board of Education 
December 6, 1922 


I 













# 


Property of the State of Connecticut 
Not to be taken permanently from the schoolroom 

i 


A MANUAL 

OF 

PHYSICAL EDUCATION 

FOR 

ELEMENTARY GRADES 



GirrUr>JL^l\XA^ 


State Board of Education 
Hartford, Connecticut 
ig2 2 


Approved l^v the State Board of Education 
December 6, 1922 



,o 


/ 


j library of 


CONGRESS 

Received 


JUN1 9 1924 

jJOCUMENTS DlVg.^^ j 







FOREWORD 


In 1921 the General Assembly of Connecticut passed a law 
providing for instruction in physical education and health in all 
the public schools of the state, exclusive of the kindergarten, and 
directed that a course of study be established. 

In accordance with that law, this manual has been prepared 
by Allen G. Ireland, M.D., Director of Physical Education and 
Health. In the work of preparation Dr. Ireland has had the 
assistance of various specialists, to whom the State Board of Ed¬ 
ucation extends its thanks. The manual embodies the best ed¬ 
ucational practice in physical education and is believed to be 
thoroughly workable for the various grades. 

For the successful administration of the course as outlined, 
expensive apparatus or highly trained special directors are not 
necessary, although in time most towns will wish to employ on 
full or part time special teachers of physical education. 

The material will aid the regular classroom teacher and guide 
her in training the pupils in habits of healthful exercise. 

Acknowledgments 

In the preparation of this manual the State Board of Education, 
Dr. Ireland and the Commissioner of Education, wish to ac¬ 
knowledge the assistance of the following: 

Mr. Harry Herzfeld, who selected and arranged the folk dances 
and rhythmic steps 

Mrs. Lillian Engarde Fox, who selected and arranged the story 
plays, mimetic plays, singing games and 
primary grade marching 

Miss Leah C. Thomas, for assistance in preparing the chapter 
on Posture 

Mr. Louis H. Chalif of the Chalif Normal School of Dancing, 
for permission to use several original 
folk dances 

Dr. John Brown, Jr., and the International Committee of the 
Y. M. C. A. for use of the Outdoor Ath¬ 
letic Test for Boys 

Mr. C. L. Brownell, Supervising Agent and Assistant in Phys¬ 
ical Education 


The following publishers gave freely of their copyrighted 
material: 

Macmillan Company G. Schirmer, Inc. 

World Book Company D. C. Heath and Company 

B. H. Sanborn and Company A. S. Barnes and Company 

Acknowledgment is due to physical education departments 
of other states for use of material from their publications: 


and other 


Michigan 

Indiana 

Hew York 

Missouri 

Hew Jersey 

California 

Alabama 

Kentucky 

Virginia 

Mississippi 

West Virginia 


following city departments: 


Washington 

Detroit 

Hewark 

Kansas City 

Cincinnati 

Pittsburgh 

Springfield, Mass. 


organizations: 



Playground and Recreation Association of America 

American Posture League 

United States Bureau of Education. 


Respectfully, 

A. B. Meredith, 
Commissioner of Education. 


December 1 , 1922. 


TABLE OF CONTENTS 


INTRODUCTION pu . K 

Plan and Use of the Text .,. 4 

Part I 

General Principles underlying the Organization and Con¬ 
duct of the Course in Physical Education 

The Law . 5 

The Meaning of Physical Education . 6 

The Aims of Physical Education . 6 

Classification of Physical Education Activities . 7 

Classification of Physical Education Activities together with their 

specific values . 7 

Organization and Administration of the Course . 8 

Special Adaptation to the One and Two Teacher Rural Schools .... 13 

Part II 

Methods of Teaching Growing Out of Physical Training 
Activities 

Division of Formal Exercises . 19 

Marching . 19 

Gymnastics . 26 

Postural Education . 46 

Division of Playful or Recreational Activities . 60 

Story Plays and Mimetic Exercises . 60 

Games . 65 

Singing games, Folk Dances and Rhythmic Steps . 69 

Athletics . 74 

Stunts and Contests . 88 

Water Sports . 89 

Winter Activities . 90 

Part III 

Lesson Outlines by Grades 

Grade I . .. 91 

Grade II . 119 

Grade III . 141 

Grade IV . 165 

Grade V . 187 

Grade VI . 215 

Grade VII . 237 

Grade VIII . 258 

Part IV 
Appendices 

A. Rules for Athletic Events . 284 

B. Rules for Athletic Team Games . 294 

C. Athletic Badge Test . 300 

D. Athletic Classification by Height . 306 

E. Athletic Classification by Weight. 314 

F. Grade Classification and Scoring Tables for Girl’s Athletics ... 317 

G. Group Contest Plan . 320 

H. Athletic Coaching . 325 

I. Stunts and Contests . 328 

.T. Home-made Play Apparatus . 333 

K. Diagrams of Fields and Courts . 337 







































INTRODUCTION 


PLAN AND USE OF THE TEXT 

This manual is intended as a practical guide in the conduct 
of physical education activities for all teachers and directors 
throughout the school system of the state. 

For convenience in practical use the text has four main di¬ 
visions. 

Part I General Principles governing the Organization and 
Conduct of the entire field of physical education. 

Part II Methods of teaching growing out of physical train¬ 
ing activities. In this division the practical material is so organ¬ 
ized that teachers may understand the nature of each group of 
activities and the methods of teaching them. 

Part III Lesson Outlines by Grades. These are concentrated 
outlines for teaching purposes. They are graded by school years 
and are progressive within each year. The contents have been 
carefully selected and therefore it is expected that each teacher 
will closely follow the lesson plan. 

Part IV Appendices. These are short chapters containing 
valuable reference material. They are arranged in this manner 
to lessen the bulk of the text and to avoid confusion in the pre¬ 
ceding parts. 

Teachers are advised to read first the text of Part II without 
giving attention to the lists of physical training activities. Such 
a reading will give a general view of the nature of each activity 
and the problems involved in its organization and conduct. 

The formation of health habits at an early age and instruction 
in hygiene are construed to be physical education activities in 
the broader definition of the term as used in the law. The subject 
of hygiene will he treated in a second manual. 


PART i 


GENERAL PRINCIPLES UNDERLYING THE ORGANIZATION 
AND CONDUCT OF THE COURSE IN PHYSICAL EDUCATION 

A. THE LAW 

Health Instruction and Physical Education 
In Public Schools 
Chapter 399, Public Acts 1921 

Section 1. There shall be established and made a part of the course 
of instruction in the public schools of this state a course in health in¬ 
struction and physical education. 

Section 2. The course in physical education shall be adapted to the 
ages, capabilities and state of health of the pupils in the several grades 
and departments and shall include exercises, calisthenics, formation drills, 
instruction in personal and community health and safety and in preventing 
and correcting bodily deficiency. 

Section 3. The course herein prescribed shall be prepared by the secre¬ 
tary of the State Board of Education and, when approved by the State 
Board of Education, shall constitute the prescribed course in physical 
education. With the approval of said board, said secretary may employ 
experts to assist him in preparing such courses of instruction, and to 
assist in putting into operation the courses and work in the public schools 
of the state. 

Section 4. Every pupil, excepting kindergarten pupils, attending the 
public schools of this state, shall take the course in physical training 
as herein provided, and such course shall be a part of the curriculum 
prescribed for the several grades. The standing of the pupil in connection 
therewith shall form a part of the requirements for promotion or gradua¬ 
tion. The time devoted to such courses shall aggregate at least two and 
one-half hours in each school week, or proportionately when holidays fall 
within the same. Four-fifths of such time shall be given to physical 
education and one-fifth to the teaching of health. 

Section 5. The State Board of Education shall adopt regulations fixing 
the necessary qualifications of teachers in physical education, shall require 
all students at the state normal schools to receive thorough instruction 
in such courses, and shall provide such instruction for such students in 
attendance at the state summer schools as shall elect to take such in¬ 
structions. 


6 


B THE MEANING OF PHYSICAL EDUCATION* 

“ Physical Education is that which sees in measures insuring 
bodily health and the right kind and amount of motor activity 
an avenue of approach through which the whole individual may 
be influenced for good, in mind and character as well as in body; 
it employs the word physical to denote the means, and not the 
end.” 


C. THE AIMS OF PHYSICAL EDUCATION* 

The aims of physical education grow out of the instinctive 
activities of childhood and may be briefly stated as follows: 

1. The promotion of normal growth and organic development. 
This requires 

a. A program of health conservation 

b. Provision for the development of a fair degree of 
strength and endurance 

c. The securing of an erect and self-respecting carriage of 
the body 

d. The development of such a relation between the nervous 
system and the muscles (neuro-muscular control) as is required 
for prompt and accurate response and for graceful and effective 
movements 

e. Ability to meet physical emergencies 

2. The development in each pupil, through activities which 
appeal to his deeper instincts and emotions (games, athletic con¬ 
tests) of those fundamental traits of character which have a 
direct relation to his fellows (society). This aim includes 

a. The formation of such habits as: obedience, subordina¬ 
tion, self-sacrifice, cooperation, friendliness, loyalty, patriotism 

b. Training in capacity for leadership 

c. The proper spirit toward victory and defeat 

d. A spirit of fair play (sportsmanship) 

3. The development of those personal traits which have an in¬ 
direct effect upon one’s associates. Such traits include : self-con¬ 
fidence, self-control, mental and moral poise, alertness, resource¬ 
fulness, decisiveness, perseverance, courage, aggressiveness and 
initiative. 

4. To create in youth an intelligent and healthful interest in 
physical activity that will carry over into adult life. 

5. To form in early life those habits which tend toward the 
conservation of health, and to provide instruction in the science 
of health, and the means by which it may be secured. 


* From a Report of a Committee from the Society of Directors of Physical 
Education in Colleges. 



D. CLASSIFICATION OF PHYSICAL EDUCATION ACTIVITIES 

1. Division of formal exercises 

a. Marching 

b. Gymnastics 

c. Postural education 

2. Division of playful or recreational activities 

a. Story plays and mimetic exercises 

b. Games 

c. Singing games, folk dances, and rhythmic steps 

d. Athletics 

e. Stunts and contests 

f. Water sports 

g. Winter activities 

3. Division of hygiene 

a. Conditions of control 

(1) Medical examination 

(2) Mental examination 

(3) Deport to parents with recommendations 

b. The results of the examination and recommendations to 

parents should be closely and intelligently investigated 
by the school nurse 

c. A healthful environment in home and school 

d. The formation of health habits 

e. Hygiene instruction 

(1) Personal 

(2) Public 

(3) Problems of sanitation 

E. CLASSIFICATION OF PHYSICAL EDUCATION ACTIVITIES 

TOGETHER WITH THEIR SPECIFIC VALUES 

1. Recreative. The recreative factor in physical education 
is placed first because it is of greatest value to the boys and girls 
of our schools. Play is natural; it is both life and work to the 
child. It is through play that he gives expression to his strongest 
instinct, viz., the instinct for activity. The play attitude pre¬ 
dominates as an education force throughout childhood, but the 
recreative element rises rapidly during adolescence until towards 
the end of that period of growth and development, then when the 
fundamental powers are established, play becomes entirely recrea¬ 
tive. Play is essentially a manifestation of the present life, 
nature and needs of the body and there is no adequate substitute. 

The teacher should strive to make all activities pleasurable but 
those which are essentially recreative are: games, athletics, folk 
dances, singing games, story plays, outdoor winter sports and 
related activities as hiking, camping, etc. 


2. Hygienic, Organic or Developmental. All vigorous big 
muscle activities belong to this class. They are games, athletics, 
dances, story plays and the vigorous forms of gymnastics like 
mimetic exercises and the relief drill. 

3. Educational. This division includes exercises that train 
the powers of muscular coordination, teaching ease and skill in 
handling the body. They are marching, rhythmical play, song 
games and folk dances, and gymnastics requiring concerted action 
of different parts of the body. 

4. Corrective. This class embraces those forms of exercises 
that correct bad postural habits or prevent defects from occurring, 
by strengthening the muscles that control posture. 

5. Moral and Social. The activities that have moral and 
social values are all forms of supervised play and athletics. 

F. ORGANIZATION AND ADMINISTRATION OF THE COURSE 
1. Time allotment for Physical Education activities 

a. Minimum requirement 

The law requires that at least two and one-half hours be given 
each week (or proportionately when the school week is for any 
cause shortened) to physical education. It is at once apparent that 
in schools in which physical education has not been taught, that . 
a lengthening of the school day is desirable, if not imperative. 

From the 150 minutes a week assigned to physical education 
not more than 30 minutes is to be given to health instruction. 

It is quite impossible in this manual to indicate a detailed time 
schedule that will meet the requirements of all schools and cur¬ 
ricula. -Local adaptations must be made. 

The following table, however, contains suggestions for the 
further subdivision of the two-hour minimum requirement and 
may be of assistance to superintendents and to principals in meet¬ 
ing local conditions in a practical way. 

b. Types of Activities 

(1) Relief drill see p. 44 

(a) 2-minute lesson, three or four times a day 

(b) 3-minute lesson, two times a day 

(2) Gymnastics, story plays, mimetic exercises see pp. 

26, 60, 61 

(a) 5-minute lesson daily 

(b) 5-minute lesson two times a day 

(c) 10-minute lesson daily or three times a week 

(d) 15-minute or longer, only when combined with 

games, dances, or athletics 

(3) Games, athletics, and dancing, see pp. 65, 74, 69 

(a) 15 minutes daily 

(b) 30 minutes daily or three times a week 

(c) Longer periods two or three times a week 


9 


(4) Combined lessons including several activities 

(a) 30 minutes daily 

(b) 45 minutes or longer three times a week 

While it is essential that physical education be fitted into the 
curriculum in a way to facilitate instruction and avoid confusion, 
it is more important that the time should be allotted to the several 
activities according to their respective values. Throughout this 
manual the activities employing the hig muscle groups in vigorous 
play are emphasized and therefore it is suggested that the bulk 
of the time be devoted to supervised games, athletics, and dancing. 

c. Long periods are only desirable when gymnastics and 
supervised play activities are combined in the lesson and the 
pupils have facilities for change of clothes and bathing. Long 
gymnastic lessons should never be given to the exclusion of the 
natural activities having a recreational value. 

d. The recess as ordinarily interpreted is not regarded as 
time devoted to physical education. The physical education 
period, however, may be substituted for the recess and it becomes 
a more effective means of getting results, provided every pupil is 
actively engaged in an organized game, dance, or athletic event 
under the direction of the teacher or of the regular pupil leaders 
who are specially trained in leadership. 

e. After school activities are legitimate physical education 
activities only when they are organized and at all times supervised 
by the principal and teachers. All competitive games, group 
contests, etc., between grades, rooms, or schools must be in most 
cases conducted after school or Saturday mornings. Credit should 
be given only to those pupils who actually participate. 

A representative team cannot play for an entire class nor can 
the benefits derived by the few be transmitted to the mass. Any 
organization of u after school activities,” therefore, should pro¬ 
vide equal opportunities for all or an equivalent time allotment 
during school hours for those who do not make the teams. 

f. Athletic competition between schools cannot be regarded 
as a program of physical education except for those who actually 
participate as members of the representative teams and then 
only during the season or part of the school year in which that 
team is engaged in its respective sport. Athletic competition 
can be regarded only as a part of a program of physical educa¬ 
tion, other phases of the course being of corresponding importance. 
A state prescribed course of physical education cannot be a course 
in competitive athletics alone. Further, such participation may 
be given only limited credit. 

2. Adaptation of the Activities to Age Periods. The law pro¬ 
vides that every pupil excepting kindergarten pupils, attending 
the public schools of the state, shall take the course in physical 


10 


education, and such course shall be adapted to the ages and capa¬ 
bilities of the pupils in the several grades and departments. 

The selection of physical education activities to satisfy the 
tendencies and needs as exhibited by the child during his play 
is a problem for the expert having a knowledge of child nature. 
The teacher, however, should at least be acquainted with the age 
periods and the characteristics of each. 

The three main periods for the purposes of this manual are as 
follows: 

Grade I Age 6. This is a dramatic or imitative age. The 
essential characteristics of this period are great physical activity, 
the interest centering in the activity rather than in the result; 
imitation, particularly of adults and adult occupations; active 
imagination, dramatic and representative play; and play which 
is individualistic rather than social. 

Characteristic Activities: Story plays, rhythmic play, and 
mimetic exercises (see pp. 60, 69). 

Grades II-YI Age 7-11. This is the age of self-assertion, 
the “ Big Injun ” age. It is essentially an individualistic stage 
and the dramatic interest of the previous stage carries over into 
the early part of this period. It is during this period that the 
interests of boys and girls draw apart, necessitating a division of 
time and activities. 

Characteristic Activities: In the early part, story plays, 
singing games, and mimetic exercises. Later, games, stunts, folk 
dances, marching and gymnastics, (see pp. 60, 69, 65, 88, 19, 26). 

Grades VII-VIII Age 12-14. The interests of this and 
the preceding period overlap. The individualistic tendency is still 
prominent although group spirit with the element of cooperation 
is beginning to develop. It is a period of great physical activity 
and the interest in the running games is at its height; it is the 
time for the development of facility and skill, and nerve-muscle 
coordination is of special import. 

Characteristic Activities: Boys. Games, individual ath¬ 
letics, mimetic exercises, stunts, marching and gymnastics. 

Girls. Dancing, games, stunts, marching and gym¬ 
nastics. 


3. Grading of Pupils in Physical Education 

The proportionate amount of emphasis for purposes of grading 
pupils, since achievement in physical education is by law a factor 
in the promotion and graduation of all pupils, is indicated below, 
a. 


Formal exercises 
Play and athletics 
Health habits 

(maximum) 

(maximum) 

(maximum) 

20% 

50% 

30% 


Total 

100% 



11 


A teacher using the above table as a standard should have in 
mind the several phases of each unit of work and she must also 
recognize the related qualities and traits as they appear in the 
child. A further subdivision of the marking units is an un¬ 
necessary complication, but the following list of sub-headings is 
suggestive of what the teacher may consider while grading in¬ 
dividual pupils. 

Formal exercises 

Attention, alertness, effort, technique, interest, posture, 
conduct, improvement, leadership 

Play and athletics 

Cooperation, sportsmanship, observance of rules, attitude 
toward victory or defeat, effort, leadership, attitude 
toward others 

Health habits 

Care of body, posture, neatness of person and surround¬ 
ings, observance of health laws. 

4. The Development of Pupil Leadership 

a. Pupil health officers 

“ The teacher should appoint each week or at other appropriate 
intervals, a sufficient number of pupils (two, four or six, depend¬ 
ing on the size of the class) to serve as ‘ health officers 9 or ‘ sani¬ 
tary inspectors ? for the class and class room. With a little care 
in the initial instruction, and subsequent direction, these ‘ pupil 
health officers ’ may render very effective service and stimulate a 
real interest in the better hygiene and sanitation of the school. 
These pupil officers may be rated by the teacher for quality of 
service at the end of each term of office. 

The duties of pupil health officers may be: 

(1) “ To open the windows wide and air the schoolroom 
thoroughly every day before the session begins and at the end of 
every class period and during the ‘ relief drills/ 

(2) “ To remove chalk, scraps of paper and other litter 
from the floor, hallways, stairs, school yard and sidewalk at in¬ 
tervals designated by the teacher (not to be substituted for the 
work of the janitor). 

(3) “To consult the room thermometer at appropriate in¬ 
tervals and assist in securing a desirable temperature (between 
65 degrees and 68 degrees F.) 

(4) “To help in the plans of the school to keep the school 
buildings, equipment and premises clean.” 

b. Pupil leaders 

The selection of pupil leaders is one of the most important 
duties of the teacher. She should select from the class those boys 
and girls who show leadership qualities and train them in the giv¬ 
ing of commands and in the management of the class. It should 


12 


also be the teacher’s aim to stimulate a spirit of competition for 
the honor of being a leader. The assignment of the class to the 
pupil leaders does not relieve the teacher from responsibility. 
To do this would be to lose sight of the aims of the lesson and 
to minimize its results. While the leader conducts the class the 
teacher should take the opportunity to give individual attention 
to the correction of faults of execution and to posture. 

5. The Spirit of the Work 

“As he teaches physical training the teacher should have in 
mind that his purpose is to make pupils physically fit for patriotic 
and social service. It should be constantly taught in the spirit 
of helping the individual recognize his obligation to the state, as 
well as to himself, by being as nearly physically perfect as 
possible. Hot for himself alone does the pupil seek this end. 

“ The teacher should therefore teach these lessons in the spirit 
of service, not merely to the pupils, but to the country as well. 
He should feel that he is doing his bit; that he is engaged in pre¬ 
paredness. He should not feel that this physical training law is 
a burden, but rather he should feel that it is an opportunity to 
serve children and the state. 

“A teacher will make mistakes, teach some poor lessons, feel 
at times his lack of ability and skill, but these will not be serious 
if he feels this patriotic impulse.” — C. H. Kendall. 

6. General Suggestions 

a. The teacher should carefully study Part I in order to 
have a general perspective of the entire scope of the course. 
Further suggestions are included under “Suggestions for Teachers” 
related to the various activities. 

b. “ The teacher’s power of command is determined by her 
personality. If she can bring to her task an enthusiastic, joyous 
spirit that combines patience with firmness and is pervaded by a 
wholesome spirit of fair play, the lesson will become a pleasurable 
event in the school day and establish a most valuable bond of 
good fellowship between teacher and pupil.” 

c. Whenever possible the work in physical education shall 
be conducted out of doors and the exercises suited to the weather 
conditions. 

d. If the work must be done in the classroom the windows 
should be open daily before sessions and regularly during sessions, 
especially during the relief drills; when the weather will permit, 
the windows should be open all the time; keep the windows down 
at the top. 

e. The organization and supervision of physical education 
activities for the mass should take precedence in importance over 
all plans for the special development of the few. 


13 


f. Pupils should take physical education appropriate to- 
their grade. The pupil should not work in one group one day 
and in another group at another time. Unless there are reasons 
to the contrary, classes should be scheduled intact. 

G. SPECIAL ADAPTATION TO THE ONE AND TWO TEACHER 
RURAL SCHOOLS 

1. General Considerations 

One commonly thinks of the country as the abiding place of 
good health and of normal physical development, the one place 
where good health rather than disease is contagious. 

Careful studies as well as the record of rejections under the 
military draft have of late tended to destroy this impression 
and to open our eyes to facts quite at variance with the prevail¬ 
ing notion. Country bred children in larger proportions than 
urban children are found to have physical defects. This con¬ 
dition is largely due to facilities for correcting defects in urban 
centers not so available to rural communities. 

It is not that rural health has deteriorated but that urban 
health has greatly improved with the development of modern 
sewage plants, pure water supplies, medical and dental clinics,, 
hospitals and much closer supervision over the health of school 
children. 

Farm tasks tend to over-development physically in some direc¬ 
tions and to under-development in others, making a normal 
growth difficult. 

The problem with rural children is real, difficult and in some 
respects unique. To meet this problem the school and other rural 
agencies must address themselves vigorously. 

The general material offered in Part I and the activities out¬ 
lined in Part II following apply as well to the one room rural 
school as they do to the larger schools of the towns and cities, 
and it is the duty of the teacher to carefully study these sections 
that she may better understand the principles around which the 
course is organized. 

The activities as outlined in Part II and the suggestions for 
organization and leadership are fundamental, whatever the local 
conditions, and it is urged that the progressive arrangement of 
these activities in Part III be followed as closely as possible. 

2. Divisions of Pupils 

The adaptation of the course to rural school conditions, and this 
usually means to one and two teacher Ischool conditions, is 
largely a problem of leadership. The teacher of one room schools 
has in her charge pupils of all grades below the high school and 
within the range of ages included in these grades there can be 


14 


differentiated certain fairly definite natural groupings which 
occur during the development of the child and which must be 
recognized. These growth periods demand activities appropriate 
to the respective stages of development and a program of physical 
education to be rational must meet these requirements. It be¬ 
comes necessary, therefore, to have some organization that will 
provide for the needs of the age periods and allow the teacher to 
direct the several activities at the same time. 

The following age basis is recommended: 

Group 1. Age, 5 to 7 years inclusive 

Group 2. Age, 8 to 11 years inclusive 

Group 3. Age, 11 to 14 years inclusive 

It is suggested, however, that the above groupings be approxi¬ 
mate and that the teacher should consider the size and the strength 
of individual pupils in making the division. 

The teacher is referred to the paragraph on training pupil 
leaders, p. 11. The solution of the problem of administration 
and the ease with which the work is carried on depends upon the 
selection and the training of the older pupils to be leaders. The 
teacher of a one room school can do this to great advantage. 

3. The Selection of Leaders 

At the beginning it is recommended that two play periods or 
recesses be devoted to the training of leaders, one period for the 
boys, and one for the girls. Much of the teacher’s success will 
depend upon the time and effort she gives to the organization of 
a leaders corps and the importance she gives to the duties. It 
should be made an honor to receive an appointment as leader. 

The boys should be trained in the leadership of games, stunts, 
athletics and gymnastics and the-girls, games, story plays, sing¬ 
ing games, folk dances and athletics. It is not sufficient that 
the lesson is taught, but the teacher should strive to give the 
leaders some idea of the aims and values of each activity. They 
will be impressed and the teacher will be rewarded by results, pro¬ 
portionate to the effort. Teach obedience to the rules of the game 
and the laws of health. Work to arouse the spirit of play and 
especially fair play. Train the losers to smile and to give a 
cheer for the winners. Discourage boasting. Do not tolerate 
profanity, cheating or bullying. Endeavor to impress the older 
girls with the responsibility of being “ little mothers ” to the 
younger pupils. 

4. Division of Time 

The organization of physical education by periods presents a 
difficult problem for the one teacher school. The teacher should 
carefully study the suggestions for the division of time on page 8. 


15 


and experiment with several plans of which the following is an 


excellent type: 

Hygiene, two 15-minute periods a week minutes 

or one 30-minute period a week 30 

Relief drills, two 2-minute drills daily 20 

Gymnastic lesson, one 5-minute period daily 25 


Games, athletics and dancing, one 15-minute 
period daily or three 30-minute periods a week 

5. Relief Drills (see p. 44). 

It is not necessary to divide the pupils for the relief drill. 
There are many of these relief exercises described in Part III 
that may be used to advantage in the combined school. The ex¬ 
ercises are not formal hut they should be free, vigorous and 
recreative. 

If a division of the school is considered advisable two groups 
are sufficient, lower grades and upper grades and for the drill 
they may face in opposite directions. Pupil leaders should be 
able to assist in these two-minute drills. 

6. Gymnastics 

The teacher should not expect to start the older pupils with 
the advanced work outlined in Part III for the upper grades. 
Begin with the simple exercises of the lower grades and combine 
grades IY to VIII inclusive for the five or ten-minute gymnastic 
lesson. 

The teacher should lead these classes .herself and assign an 
older pupil to lead the younger group. The story plays are ex¬ 
cellent for the younger pupils and is the activity substituted for 
the formal work in the gymnastic lesson. 

Later when the “ pupil leaders ” are sufficiently trained, three 
divisions should be made and more advanced work be assigned 
to the upper group. 

Whenever possible the gymnastic lesson should be held out doors. 
Make use of this opportunity to teach marching to the older 
pupils. 

When the class is held indoors for group one, or the younger 
pupils, select story plays that can be played standing by the seats 
or in one section of the room. There are many of these indicated 
in Part III. The running and skipping parts may be omitted if 
they interfere with the work of the upper groups. 

7. Games. Athletics, and Dancing 

The bulk of the‘time should be devoted to these important 
recreative activities and periods organized so as to provide every 
pupil with supervised play for every minute of the time. It is in 
this play period that the pupil leaders will be of greatest assist¬ 
ance. 


16 


Study carefully the organization and administration of ath¬ 
letics pp. 74 and 80. When it is decided which athletic plan 
will be adopted, take time to explain the object and outline the 
organization. 

If the “ Group Contest ” plan is selected, carry out the organ¬ 
ization as described, p. 76. Arrange a schedule with one game 
a week between the groups and one athletic event every two 
weeks during the fall and spring terms. At all other play periods 
the captains should take charge of their groups to practice for 
the next event. 

The same plan may be carried out if the “Athletic Badge Test ” 
or “ Athletic Tests based on height or weight classification ” are 
used (pp. 78 and 300). One athletic event every two weeks is 
sufficient. The games should be continued but in this case they 
are played by sides chosen for the period. 

Make the schedule and score card (p. 324) neat and attractive 
and post it in a conspicuous place in the room. It will assist the 
teacher by making the play period almost self-operating. 

The play period is the time for teaching singing games to 
group one of younger pupils and folk dances to the older girls, 
in addition to the girls’ games and athletics. The teacher should 
teach the folk dances herself while one or two older girls, who 
are especially interested in the younger pupils, teach the song 
plays. 

If there is no play space available in the school building the 
winter term should be devoted to stunts (p. 88) and winter sports 
(p. 90). 

8. Stunts 

For stunts, organize four groups as follows, 7th and 8th grade 
boys, 7th and 8th grade girls, 4th, 5th and 6th grade boys, and 
4th, 5th and 6th grade girls. Select and post a list of stunts 
for each group and assign one stunt as a test for each week. On 
Monday, read the description of the stunt for that week and 
have one boy and one girl demonstrate during the reading; Set 
aside a part of each play period for the practice of stunts and 
assign a leader to each group to keep order and to assist in the 
teaching. On Friday, take one group at a time and mark each 
pupil on a basis of ten or a hundred. These scores should be 
posted each week. At the end of the series compute the average 
to determine the winner. 

Contests may be organized in tournaments, either elimination 
or round robin and each winner awarded five points. 

During the stunt periods the pupils of grades 1, 2 and 3 should 
be taught games and relay races. There are many of these that 
can be played in the aisles without interfering with the other 
groups. 


17 


9. Winter Sports 

The rural school teacher has an exceptional opportunity for 
organizing winter sports. Very little urging is necessary to get 
the boys interested in building a toboggan or bobsled run or an 
ice hockey rink. 

10. Construction of School Yard Apparatus (see p. 333). 


18 


PART II 

METHODS OF TEACHING GROWING OUT OF 
PHYSICAL TRAINING ACTIVITIES 

Preliminary Statement. 

In an earlier part of the manual (p. 7) it was pointed out 
that a course in physical education if it was to be vital and not 
formal and artificial, should grow out of the instinctive and 
normal interests of childhood and should also afford a fair chance 
for their development. Part II is an amplification of this point 
of view. 

Activity and especially big muscle activity is natural to chil¬ 
dren, even though at different stages of maturity such activities 
demand varying degrees of mental effort, and different conditions 
for their growth. 

In organizing the natural physical interests of childhood for 
teaching and training purposes at least two ways are open. One 
method would he to prepare a series of lessons, exercise or drills 
involving the activity being stressed, and to arrange the material 
for each grade or age group in the school. The arrangement has 
been followed in Part III of this bulletin. A second method 
would be to study the activity itself, in order to understand its 
significance in physical development, its organization and its 
adaptation to the various groups of pupils and to point out 
practical applications. This latter method might be called a 
functional presentation of activities and the former method (Part 
III) an administrative organization. Both methods of approach 
have their values. 

It is with the latter or functional study of physical training 
activities, and especially with the big muscle activities with which 
this portion (Part II) of the manual is concerned. 

The purpose of this arrangement is that teachers may under¬ 
stand the characteristics and educational implications of each 
group of activities, as they appeal to the pupil, and thus to enter 
intelligently into methods of teaching. An added advantage is 
that the form of presentation also gives the teacher a per¬ 
spective of the adaptation ^of each activity, in the different age 
periods and thus an understanding of its use in a particular state 
of growth. 

OUTLINE 

A. Division of Formal Exercises 

1. Marching 

2. Gymnastics 

3. Postural education 


19 


B. Division of Playful or Recreational Activities 

1. Story plays and mimetic exercises 

2. Games 

3. Singing games, folk dances and rhythmic steps 

4. Athletics 

5. Stunts and contests 

6. Water sports 

7. Winter activities 

It is not intended that Part II shall be taught as a series of 
lessons. These will be found arranged by grades in Part III. 
The purpose of Part II, as stated above, is to give the under¬ 
lying significance and meaning of those activities which are to 
be used in a systematic course in physical education. 

The teacher should constantly refer to these pages when teach¬ 
ing the work outlined for the grades in Part III otherwise the 
teaching of physical education, one of the most vital subjects in 
the curriculum, will degenerate into mere routine and deadening 
drill. 

A. DIVISION OF FORMAL EXERCISES 
1. MARCHING 

Marching tactics are movements of a group in response to 
formal commands. They involve quick and unexpected changes 
of position, direction or momentum and therefore, demand a con¬ 
tinuous and high degree of concentrated voluntary attention. 
Group movement is interesting to pupils of the upper grades as 
a form of social organization and may be used as a means of 
controlling groups in school or community functions, holiday 
celebrations and outing activities. In the lower grades marching 
can be taught as a form of play (see p. 96) but as a disciplinary 
or training procedure it is valueless. Por all pupils, marching 
in a column of twos should be emphasized in entering and leaving 
the school building, changing rooms, and for fire drills. 

“ Tactics contribute to the motor training of the pupil by culti¬ 
vation of a sense of rhythm and equilibrium by improving 
carriage of the body, and by teaching economy of effort in the 
management of momentum and weight distribution.” Skarstrom 
in “ Gymnastic Teaching.” 

Explanation of terms 

(1) The command for marching consists of three parts: 

The preparatory part is to tell the pupil what is to be done. It 
should be given distinctly and slowly enough for each pupil to 
understand the command. 

The interval is a pause between the first and last parts for 
the purpose of giving the pupils the opportunity to understand 
definitely what is to be done. 


20 


The executive part is the command to commence the movement 
and should be given quickly. 

Tor example: Preparatory Pause Executive 

Forward March! 

“ The tone of the command is animated, distinct and of a 
loudness proportioned to the number under instruction and the 
space covered by them. Each preparatory command is pro¬ 
nounced in an ascending tone of voice, but always in such a 
manner that the command of execution may be more energetic 
and elevated. The command of execution is pronounced in a firm, 
brief tone.” (U. S. Army) 

(2) Definitions 

Alignment: A straight line along the side of the room or 
school yard upon which pupils are formed or assembled for drill. 
Ranh: A line of pupils placed side by side. 

File: Two pupils, the front rank pupil and the corresponding 
pupil of the rear rank when the pupils are in two lines or ranks. 

Column: A formation in which the elements are placed one 
behind another. An element may be one, two, three or more 
pupils. 

Flanh: The right or left of a command in line or column. 
Distance: Space between ranks in the direction of depth. The 
distance is 40 inches measured from the back of the man in front 
to the breast of the man in the rear. 

(3) The position of the soldier, or Attention. 

Command : Atten. t i o n! 

For description see “ Correct Standing Position” p. 46. 

(4) Tactics 

To assemble class 

Command: Class, Fall- In! 

To bring the pupils who are scattered about the room or yard 
into a definite formation at a designated place. A class may 
form in a single or double rank depending upon the number and 
length of the allotted space. This should be decided upon at 
the beginning of the term. The tallest pupils should form at the 
right flank. 

To bring class to attention 
Command: Atten. tion! 

Each pupil immediately assumes the position of the soldier, 
see “ Correct Standing Position ” p. 46. 

To dismiss class 

Command: Break-Ranks! 

J he formation breaks and the pupils may go where they please 






21 


To relax from the gymnastic position at attention 

(a) Command: In place- Rest! 

The right foot is placed a short step to the right thus dividing 
the weight equally on both feet. Attention should be retained 
that the teacher may make corrections of posture and movements. 

(b) Command: At Ease! 

Each pupil keeps one foot in place and is required to preserve 
silence but not immobility. When a longer rest seems advisable 
after a strenuous period of work, this command should be given, 
which permits of any easy, comfortable position, without retain¬ 
ing the attention. 

To correct error 

Command: As you were! 

When the execution of a movement is improperly begun and the 
teacher wishes to begin anew for the purpose of correcting the 
exercise, the above command is used, at which time the move¬ 
ment ceases and the former position is resumed. 

To secure alignment 

Command: Eight (left)- Dress! Front! 

All pupils place the left hand upon the hip and turn the head 
to the right (except one on the end who looks to the front). Each 
pupil by taking short steps, places himself so that his right arm 
rests lightly against the elbow of the man on his right, and so 
that his eyes and shoulders are in line with those to his right. The 
head should be kept erect. 

On command “Front” the head is turned front and the left 
arm is dropped to the side. 

To correct alignment 

(a) Command: Eyes- Right! Front! 

All pupils (except right end) turn head and eyes to right. This 
is used while at a stand to correct the alignment. 

(b) Command: Guide- Right! Front! 

Eyes right while marching to straighten the rank. 

To straighten the column 
Command: Cover! 

Each pupil in the column or file moves into a position behind 
the leader. 

Facings 

(a) Command: Eight (left)—- Face! 

Eaise slightly the left heel and the right toe; face to the right, 
turning on the right heel, assisted by a slight pressure on the 
ball of the left foot (count-one) ; place the left foot quickly by 
tin* side of the right (count-two). The left face is executed on 
the left heel and right toe. 







22 


(b) Command: About- Face! 

Place right toe about 6 inches to the rear and slightly to the 
left of the left heel. Pace to the rear by turning to the right 
on the left heel and right toe. If the right foot is properly 
placed the heels will be closed after the turn. This is always 
executed to the right. 

To count off while in line at a halt 

Command: Count off twos (fours etc.)- Count! 

This should start from the right end of the line. Each pupil 
should turn toward his neighbor on the left and immediately 
bring his head again to the front. 

To mark time 

Command: Mark time- March! 

Marking time is “ marching in place.” Start with the left 
foot and raise the feet alternately about two inches from the 
floor. The teacher may set the time by calling, “ left,” “ right,” 
“ left,” etc., or by counting, “ one ”, “ two,” etc. 

To march from place 

(a) Command: Forward-- March! 

At the command “ forward ” the weight of the body is shifted 
to the right leg. At the command “ march ” move the left foot 
forward for the first step and continue to march. 

(b) Command: Half step- March! To resume 

full step, Forward-- March! 

(c) Command: Double time-- March! 

If at a halt, at the first command shift the weight of the body 
to the right leg. At the command “ March,” raise the forearms, 
fingers closed, to a horizontal position along the waist line; take 
up an easy run with the step and cadence of double time, allow¬ 
ing a natural swinging motion to the arms. 

To halt 

Command: Halt! or Class- Halt! 

At the command “ halt ” given as either foot strikes the 
ground, plant the other foot as in marching; raise and place the 
first foot by the side of the other. 

To change direction while marching in any formation 

(a) Command: By the right (left) flank- March! 

At the command “ march ” given as the right foot strikes the 
ground, advance the left foot, turn to the right on the ball of the 
left foot and take a step in the new direction with the right foot. 
Executed in a corresponding manner to the left. 

(b) Command: To the rear- March! 

At the command “march” given as the right foot strikes the 
ground, advance and plant the left foot; then turn on the balls 











23 


I 


ol both, feet, face to the right-about and immediately step off 
with the left foot. 

(c) Command: To the right oblique- March! 

Executed as (a), the change of direction being 45 degrees. 

To change direction while marching in single file or column 

(a) Command: Any of the above commands may be used 
and in addition the following: 

(b) Command: Column right (left)—- March! 

At the command “ march ” given as the right foot of the leader 
strikes the ground, the left is then advanced and a turn of 90 
degrees is made on the ball of the left foot, the right taking 
the first step in the new direction. 

To form tivos ( threes, fours ) etc. by change of direction 

Command: By the right flank, form twos, (threes, fours) 

-March! 

At the command “march” the first two (or other number) 
execute a right flank and step off in a new direction, the next 
two (or other number) continue to march until they can execute 
the right flank on the same ground as the first two (or other 
number) have done, when they execute the right flank and follow 
the first group. 

(5) Variations in tactics. 

Marching steps and combinations of tactics to quick, snappy 
commands given at the beginning or during a lesson require 
concentrated attention and quick response. In addition %to the 
training in coordination and response to command, this method 
serves the purpose of arousing the class when interest lags or 
when discipline is needed. 

Si?nple movements 

(a) Command: One step forward- March! 

Take one step forward with the left foot, close with the right 
foot. To establish rhythm and class unity in the movement the 
teacher may count, “ one,” “ two.” 

(b) Command: Two steps forward- March! 

(Counts: 1-2-3) 

(c) Command: One (or more) step(s) backward — 

March! 

(d) Command: One (or more) step(s) to the right (left) 

March! 

Complex movements 

The simple movements may be combined in one command and 
to this arm, leg or body exercises may be added. This greatly 
increases the attention and coordination required. A few ex¬ 
amples are given: 









24 


(a) Command: One step forward and two steps to the right 

-March! (Counts: 1-2-3-4-5-6) 

(b) Command: One step backward, and one step to the lef k, 

-March! (Counts: 1-2-3-4) 

(c) Command: Two steps to the left, one otep forward and 

one step to the right- March' (Counts: 

1 to 8) 

(d) Command: Two steps forward and arms sideward- 

Raise! (Counts: 1-2-3-4) 

At the end of this exercise the arms are in the horizontal, 
raised position. The next command must include “Arms-Lower ” 
or a movement to another position. Or the command “Arms- 
Lower ” may be given before another movement is ordered. 

(e) Command: One step to the right and trunk forward 

-Rend! (Counts: 1-2-3) 

When the movement ends with a trunk bend or leg raise the 
next command should restore the gymnastic position. 

Suggestions for Teachers 

(1) The above commands constitute a minimum for class¬ 
room marching and for placing a class in formation for gymnastic 
lesson. More advanced tactics have a distinct educational value 
and should have a place on the program for the upper grades. 
See references at the end of this section. 

(2) Pupils should he taught to walk with a brisk, light 
and elastic step which of itself is conducive to good carriage and 
proper*poise. This can be done without noise or undue haste. 
The teacher should not aim for accuracy of execution and rhythm 
in the lower grades. Marching in the upper grades should be 
marked by alertness, attention, and quick accurate response to 
command. 

(3) Marching tactics may be used at the beginning of a 
gymnastic lesson as a disciplinary measure to secure attention 
and halt any tendency to mischief. The type of command used 
is illustrated under “Variations in Tactics” p. 23. When the 
proper enthusiasm is awakened, discipline will no longer trouble 
the teacher, and continued interest and voluntary attention will 
be maintained. 

(4) Do not allow one foot to strike the ground with 
greater emphasis than the other. Pace to the front should be 
rigidly insisted upon. 

(5) Use of marching to secure class formation for gym¬ 
nastic lesson 

(a) March the class around the room or field. When 
the leaders are at the rear of the area command: Porm fours 

(sixes, eights, etc.,) by the right (left) flank- March! The 

first unit of fours (or other number) execute the movement and 








march down the center of the area. The remainder of the column 
continue in the original direction until the next- four (or other 
number) can turn on the same ground as the first unit, and so on 
until the entire class is on the floor or ground in the new forma¬ 
tion. This class is halted at the desired location and the command, 

Open order sideward- March! is given. Class- Halt! 

Followed by, Open order backward-- March! 

To march from the area; Command: Close order to the 

center- March! Each pupil takes short side steps until the 

members of each unit of four (or other number) are standing 

shoulder to shoulder. Command: Forward- March! By 

right (left) flank into line-- March! Each member of the 

first unit does a quarter turn and continues marching in the new 
direction. The remainder of the class march forward until they 
can repeat the movement of the first unit. 

(b) The class falls in or is marched to a designated line 
on one side of the floor or ground. Command: Count off by 

sixes- Count! When each pupil has a number, command: 

Number ones forward- March! Twos forward- March! 

And so on until the class is marching forward with a space between 
numbers one and two, two and three, etc., determined by the 
interval between their respective commands to march. 

(c) Line up and count as above. Command: Ones two 

steps, twos four steps, threes six steps, etc., Forward- 

March ! Teacher counting until each member of the class has taken 
the number of steps ordered for him. 

References 

1. “ Infantry Drill Regulations, ” United States xVrmy. 

2. “ The Teaching of Tactics, ” Schrader, American Physical 
Education Association. 

3. “ School Tactics, ” Spalding’s Athletic Library. American 
Sports Publishing Company. 












26 


2. GYMNASTICS 

Gymnastics are exercises or body movements executed in a 
definite way and for a definite purpose. It is the formal work of 
physical training. Gymnastic exercises include: 

(a) Calisthenics, which are exercises of the arms, legs, or 
trunk, with or without light movable hand apparatus such as 
dumb-bells, Indian clubs, wands, etc. Drills or combinations of 
exercises with hand apparatus are not included in this manual 
since the opportunity for their use in the classroom is nil. They 
are highly recommended, however, for schools having a special 
teacher of physical education and a gymnasium. Bean bags, 
flags, scarfs, colored ribbons, broom sticks, etc., may be used as 
substitutes for dumb-bells, clubs and wands. 

Free exercises are sometimes classified on a basis of values and 
designated as: 

(1) Hygienic, organic, or developmental 

(2) Educational or disciplinary 

(3) Corrective 

(b) Gymnastic exercises on or over the fixed apparatus 
as, horse, buck, horizontal bar, parallel bars, ladders, etc., (See 
also “ Stunts, ” p. 88). Exercises of this type have a great value 
and should have a place on the physical education program of 
schools having a gymnasium and a trained leader. This work 
should not be attempted by the regular teacher, under classroom 
conditions. 

Values 

(1) Free gymnastics as a whole have general values in 
meeting the need for physical training in that the movements are 
easily grouped into definite combinations or drills and used to 
gain the general results from vigorous exercise; they are adapted 
to schoolroom conditions, that is, large numbers in a small space 
for a short lesson period; and they are easily organized and taught 
by the teachers who usually lack skill and technical training in 
physical activities. 

(2) Hygienic or organic gymnastics comprise those ex¬ 
ercises which influence for good the vital functions of the body. 
In this sense gymnastics are primarily big muscle activities. The 
vigorous rhythmical movements emphasize muscular development 
and especially the stimulation of the organs making up the 
respiratory, circulatory and digestive systems. 

(3) Educational or disciplinary gymnastics are those 
which exercise the intellect and through the will bring about a 
conscious control of bodily movements. These exercises develop 
the ability to be alert, to anticipate, to interpret and to respond 
to commands with quickness and accuracy. There is primarily 
the training of motor control and incidentally of attention, wiil 


27 


and self-discipline. Such, control is shown on the one hand in 
ability to assume and maintain good posture, in erect carriage, 
ease of bearing, grace and economy of ordinary movement; on the 
other, it leads to general agility, ability to manage one’s body to 
best advantage under any circumstances. 

(4) Corrective. The corrective value of gymnastics is 
derived from special exercises designed to correct postural defects 
and from healthful invigorating movements that tend to 
strengthen the muscle groups which function to maintain the 
bony frame in the erect posture. 

Organization 

Gymnastic drills are not comparable to the natural 
playful activities. They have a place, however, in the physical 
training program but they should never be used to exclude the other 
phases except where conditions make it impossible to use any form 
of natural activity. 

The adaptation of gymnastic exercises to the age, needs and 
ability of the pupil is technical and should be left to the judgment 
of the expert. The exercises and drills arranged in lesson out¬ 
lines in Part III have been selected for the guidance of the 
teacher. 

The description of corrective gymnastics is included under 
“ Posture Instruction ” page 49. 

The organization of gymnastic periods is largely determined 
by the interpretation of the time requirements considered in Part 
I' (p. 8). 

Explanation of free hand gymnastics* 

(1) The command. Each command for free hand gym¬ 
nastics is divided into three parts: the command of explanation, 
a pause and the command of execution. 

(a) The preparatory or explanatory part describes the 
movement to be executed. It should be given distinctly and 
slowly and sufficiently loud to be easily heard by those farthest 
away. 

(b) The pause must be sufficiently long to permit the 
pupils to analyze and understand the command of explanation. 
It is the most important single factor in insuring unison of 
response. 

(c) The command of execution consists usually of but 
a single word, such as u Begin,” “ March,” “ Raise,” etc. It must 
always be pronounced sharply and distinctly. It indicates when 
to start or stop the exercise. 

For example: Preparatory Pause Execution 

Arms forward Raise! 

* Commands taken from “ Gymnastic Nomenclature ” by permission of the 
author, Dr. J H. McCurdy 



28 


“ Pupils judge the relative importance of exercises and the 
teacher’s interest in them by the tone in which the commands are 
given. A command given in the style and tone of ordinary con¬ 
versation will not cause a quick response. The voice should be 
animated and clear and it should indicate a lively interest on the 
part of the teacher. Do not depend entirely on volume and in¬ 
tensity of sound but strive for perfect enunciation, for better 
‘ placing ’ of the voice.” 

The pause between the two parts of the command should be 
varied to avoid a rhythmical tendency and anticipation of the 
starting signal by the pupils. A pause of unknown length serves 
to promote attention and alertness. 

The command of execution should be made to fit the exercise, 
e. g., an arm bending movement should be executed with a quick 
definite movement, therefore, the command “ bend ” should be 
short and clear cut; on the other hand a knee bending movement 
can only be done slowly and deliberately, so the “ bend ” is pro¬ 
nounced slowly. 

Do not give a command before the preceding one has been 
acted on and the position held for an instant. This is to avoid 
confusion. A rapid change of movement or position will stimu¬ 
late the attention and tends to produce alacrity and speed, but if 
the changes are so rapid that many pupils cannot follow, or can 
only partially do the movements, the net result is confusion and 
slovenly work. 

(2) Atten. tion! 

Each pupil immediately assumes the correct standing position, 
see p. 46. 

(3) Posi. tion! 

This command brings the pupils back to the fundamental 
standing position from any other position reached during an 
exercise. 

(4) At Ease! 

The right foot is placed to the right by a short side step. 




29 


(5) Movements of the head 

Head forward- Bend! Raise! 

This is a poor exercise except when the upward raising of the 
head is emphasized and results in good posture. 

Head backward- Bend! Raise! 

This is a forcing backward or straighten¬ 
ing of the head on the upper spine. Avoid 
any bend of the body spine. Figure 1. 

Head to the left (right)- Bend! 

Raise! 

Head to the left (right)- Twist! For¬ 
ward - T w ist! 

(6) Movements of the trunk 

Trunk forward-- Bend! Raise! 

The trunk is bent forward from the hip 
forty-five degrees; relative position of head, 
shoulders and upper back unchanged; knees 
straight. Figure 6. 

Trunk downward- Bend! Raise! 

The trunk is bent forward and downward 
as far as possible, flexing at hip joints and 
entire spine. 

Trunk to left (right) -- Bend! Raise! 

The trunk is bent to the side as far as possible, the head and 
shoulders retain the same relative position, the heels are not 
raised from the floor, the hips are not moved. 

Trunk to left (right) —- Twist! Forward- Twist! 

The body is twisted to the side. The movement should occur 
only on the spinal column of body without moving the hips. 

Trunk circling-- Begin! Stop! 

With the hips as a center the trunk describes a circle with as 
large a circumference as possible, the head relatively unchanged. 

(7) Movements of the arms 

The following interpretations are general: “Kaise” means a 
straight arm movement, forward, sideward or upward; “ Stretch,” 
the arms are straightened from a bend to the position indicated; 
“ Fling,” the arms are moved from a forward horizontal or a 
forward bend position to the side horizontal; “Replace” means 
to return to the position held before the present one. 

Arms forward- Raise! Lower! 

The straight arms are raised to front horizontal and shoulder 
high; palms turned toward each other and width of shoulders 
apart. Figure 11. 



Figure 1. 



















30 


Arms forward upward-Raise! 

Lower! 

The arms are raised forward through the 
horizontal without pausing to the vertical 
position; palms in and width of shoulders 
apart. Figure 2. 

Arms sideward-Raise! Lower! 

The arms are raised to the side horizontal, 
shoulders high and well hack. Figure 12. 

Arms sideward upward- Raise! 

Lower! 

The arms are raised sideward through the 
horizontal without pausing to the vertical. 

Arms sideward-Fling! 

The arms are moved from the forward 
horizontal, forward bend position or hands 
on neck to the side horizontal. 

Arms sideward, palms up--Raise! 

Lower! 

Small arm circles—--Begin! Stop! 

The arms are held straight while making small circles by the 
hips, in the side or forward horizontal or the vertical positions. 
The circles may start left or right or both arms inward or out¬ 
ward. Avoid swaying of body. 

Arm circling-Begin! Stop! 

The arms execute large full arm circles forward, sideward, 
both inward or both outward. The circle is made from the shoulder 
as a central point. 

Wrist shaking-Begin! Stop! 

The hands are held in a loose, dangling position and shaken 
to counts. 

Arms forward-Bend! Position! 

Arms are raised directly to chest at shoulder level; palms 
toward floor; straight line from elbows to finger tips; elbows 
drawn slightly backward until finger tips are about four inches 
apart. Figure 13. 

Arms upward-Bend! Position! 

The forearms are raised sideward until the tips of the fingers 
touch the top of the shoulder. The elbows remain close to the 
sides. Figure 3. 

Arms to thrust-Bend! Position! 

The arms are bent to form a right angle and held close to the 
sides; forearms parallel with the floor, elbows well back; hands 
clenched. Figure 16. 

















31 


Hands on hips- Place! Position! or Hands- Lower! 

Hands are placed on hips; fingers pointing forward and down¬ 
ward; hands in line with forearm. Shoulders and elbows back. 
Figure 5. 

Hands on neck-- Place! Position, Fling, or Stretch! 

Tips of fingers are placed on back of neck; palms forward; 
tips of fingers together; hand in line with forearm; elbows and 
shoulders well back; head erect. Figure 4. 

Hands on shoulders- Place! Position! 

The arms are raised sideward and bent at the elbows, fingers 
touching shoulders; the elbows are sideward, well back and level 
with shoulders. 

Hands on head -- Place! Position! 

The hands are clasped on top of head; elbows out and back, 
head up and chin in. Push head up and press hands down for 
corrective exercises. Figure 15. 

(8) Movements of thigh and leg 

Left (right) leg forward—- Raise! • Lower! 

The straight leg is raised forward; toes pointing. The trunk 
and head is erect and supporting knee straight. Figure 10. 

Left (right) leg sideward-- Raise! Lower! 

Left (right) leg backward- Raise! Lower! 

Left (right) knee upward-— Bend! Lower! 

The knee is raised until the thigh forms a right angle with 
trunk and the leg a right angle with thigh; the toes pointing, 
body erect. Figure 14. 

Left (right) foot forward- Place! Replace! 

Left (right) foot sideward-- Place! Replace! 

Left (right) foot backward- Place! Replace! 

The foot is placed forward, sideward or backward by one 
short step. 

Stride stand (or feet apart)- Jump! Together- 

Jump! 

Heels- Raise! Lower! 

Knees - Bend ! Stretch! 

This is a half squat without raising heels from floor. 
Figure 7. 

Knees deep- Bend! Stretch! 

The knee bend is complete; body erect and nearly touching 
the raised heels. Figure 8. 

Left (right) forward- Charge! Position! or Foot--— Re- 

place! 


3 





















32 


The body falls or is inclined forward at the same time the 
left (right) foot is moved forward twice its length; both feet flat 
on floor; the knee of the forward leg bent and directly over the 
toe; the backward leg fully extended; trunk in direct line with 
the extended rear leg; the plane of the shoulders unchanged; 
weight of the body chiefly on the forward foot. Figure 9. 

Left (right) forward oblique (or sideward)- Charge! 

Left (right) forward-- Lunge! Position! 

Left (right) sideward- Lunge! Position! 

The lunges are executed like the charges except that the foot 
is moved about three and one-half times its own length. The 
trunk is twisted to coincide with the lunge but is held in the erect 
position. 

(9) Combined movements. Combinations of two or more 
exercises are infinite in number and range from the simple to the 
complex. These are included in the graded gymnastic lessons 
where they are adapted to the age and ability of the pupils. Sug¬ 
gestions and examples follow: 

Left foot sideward place and hands on hips- Place! 

Arms sideward raise and trunk forward- Bend! 

Arms forward raise and left leg forward- Raise! 

After the above positions are reached and held for a moment, 
the command “ Position ” may be given to indicate return to the 
fundamental standing position or if progression is desired, move¬ 
ment may be added to movement without a return to position. 
The following commands are examples: 

(a) Arms forward raise and left foot sideward- 

Place! This position is held while the next 
command is given; proceed to: 

Trunk to right twist, arms sideward- Fling! 

Hold and continue to: . 

Forward twist, arms upward- Raise! Hold 

and continue to : 

Foot replace, arms sideward downward- Lower! 

(b) Left forward charge, arms sideward-- Raise! 

Continue to: 

Trunk forward bend, arms upward-- Raise! 

Trunk raise, arms sideward- Lower! 

Foot replace, arms downward- Lower! 
















33 


Suggestions for Teachers 

(1) The teacher may lead the class in free gymnastics in 
one of three ways : 

(a) Response to command. The command of execution 
is either a word or count and the position reached by the move¬ 
ment is held until the command for the next movement is given. 

Example : Trunk forward —-Bend! 

Example: Trunk forward bending -One! Two! 

Example: Hands on neck, one; sideward fling, two; 
return to one, three; position, four. This command names the 
exercise as a whole including the return to position. Each count 
is a command of execution, and the position is held until the next 
number is called. This is repeated at the will of the teacher. Ho 
rhythm is set, the response still being to command. 

(b) In rhythmical series. The exercise is described and 
then started by a command as, “ Begin! ”, “ Go! ”, “ Start! ”, 
“How!”, and repeated to rhythm set by the teacher until the 
command, “ Halt! ”, or “ Stop ! ”. 

Example: Arm raising sideward—- Begin! Halt! 

Example: Arms sideward raise, one; trunk forward bend 
and arms upward raise, two; return to one, three; position, four. 
Ready- Begin! Count in rhythm. Halt! 

(c) Command and imitation. This is like (a) except 
that the teacher performs the exercise with the class. The educa¬ 
tional value is less, since it is much easier to imitate the teacher 
than to be attentive to commands. Alertness may he stimulated 
by giving a command and performing a different exercise. The 
pupils who are attentive will obey the command. 

(2) To begin and close the lesson 

(a) Introduction. To stand 

Command: Ready for gymnastics! Pupils clear the 
desks quickly and quietly. Boys remove coats and sweaters. Girls 
remove sweaters. Monitors open windows. This routine is a part 
of the lesson and should be practiced at the beginning of the term 
until all noise and waste movements are eliminated. It should 
require hut a few seconds. 

Command: Atten. tion! This is the signal for 

the gymnastic sitting position. (Posture p. 47). Be sure that 
it is the best before proceeding. 

Command : Class- Stand! 

One! One foot is placed sideward into the aisle and 
the hands grasp the near corners of the desk. If the seats can be 
raised, the hands should be placed on the corners. 

Two! To standing position and lifting the seat while 
arising. Take the correct standing position immediately, see p. 46. 
This movement should he executed to count until the teacher is 








34 


satisfied by trial that the class can stand to a “ one—two ” rhythm 
without the count. The lower grades will need the count to es¬ 
tablish unison while the upper grades should be able to blend the 
two movements gracefully. 

Command: Change places! The pupils should go 
noiselessly, quickly and without confusion to their gymnastic 
places and immediately re-assume the gymnastic standing position. 
Gymnastic places may or may not be assigned. The object is to 
group the poorest or least attentive gymnastic pupils in one sec¬ 
tion of the room that 'the teacher may better. observe and criticize 
their work. Such a grouping may be based on posture and it is 
usually true that the poorest gymnastic pupil is also the one with 
poorest posture. Gymnastic places are not assigned for the two 
minute relief drills, only for the longer gymnastic lessons. 

It is often desirable to arrange the smaller pupils in front and 
the larger ones in the rear that the teacher may oversee the 
class to better advantage. 

(b) The close. To sit 

Command: Change places! 

Command: Class— -Sit! 

One! Pupils sit, hands at desk corners or on seat, 
one foot still in the aisle. 

Two! Foot is replaced. 

Rest! Monitors close windows. Coats and sweaters 
put on. Class resumes work. 

(c) Brief form for upper grades 

Class-At ten. tion ! 

Beady --— Stand! 

Beady -—-—- Sit ! 

(3) General suggestions for teachers 

(a) To change an exercise from left to right, substitute 
the word, “ Bight ” for the last count, e.g., 1-2-3 Bight! 

To insure a uniform halt, give a premonitory “ Class ” 
and follow with the executive “ Halt ” e. g., 1-2 Class —- Halt! 

(b) To recall movements already under way. Com¬ 
mand, “As you were ” or “Halt!” Give the class “At Ease,” 
then make the necessary explanations and start all over again. 

(c) Do not confuse the starting position with the ex¬ 

ercise. For example, if the exercise is arm stretching sideward 
in rhythm, the upward bend position must be reached first, there¬ 
fore, the command, “Arms upward- Bend! precedes the 

command for rhythmical exercises. 

(d) One of the first essentials is to insist on absolute 
obedience to command. 

(e) Don’t forget that the pupils are watching you. Be 
sure you are standing erect; it will make them do the same. 









Figure 3. 



Figure 5. 




HANDS ON NECK 


Figure 4. 



Figure 6. 



Figure 7 


Figure 8 







































































. 















































. 















































' 




















































Figure 9. Figure 10. 



Figure 11. 


























































’ ' 






























































Figure 12. 



Figure 13. 









































. 












I ■ I • i ■ 

■ 




































































































. 













Figure 14. 


Figure 15. 


Figure 16. 
































































. 








, 













































. 









































































43 


(f) In all exercises avoid any backward bending which 
accentuates the normal curve of the lower back. 

(g) As the work improves the class should be told of 
it and especially good work commended. 

(h) “At Ease ” may be given at any time during the 
lesson if the class seems fatigued or while an explanation is being 
made. 

(i) Physical training activities should be given out of 
doors at every opportunity. If indoors, always open windows at 
top and bottom when any exercises are to begin. Common sense 
must be the guide during extreme cold and high winds, in order 
to adjust conditions to prevent pupils from catching cold. 

(j) If the aisles are narrow, face the pupils left or 
right to make room for exercising. The “half right (left) face 7 ’ 
may be used to advantage here. It is a turn of 45 degrees and 
faces the class toward a corner of the room. 

(k) It is sometimes desirable to place the most accurate 
performers in the front row to set a good example, but never 
embarrass weak or awkward pupils by placing them in prominent 
positions. In mixed classes, place the boys in front and the girls 
in the rear, or have the boys on one side of the room and the 
girls on the other. Place new pupils in the rear of the class. 

(l) The teacher should demonstrate the exercise to give 
the pupils an accurate mental picture of what is to be done. Often 
the exercise must be seen by the pupils from more than one side. 
Practical demonstrations are more necessary in low grades. Young 
children will imitate rather than listen. 

(m) The teacher should make perfectly clear to the 
pupils the results desired and the pupils should become interested 
in obtaining them. They should take a pride in their own per¬ 
formance and in the work of the class, and continually strive to 
improve. The mere announcement of the purpose as indicated in 
the lessons is insufficient. The matter should be thoroughly ex¬ 
plained, understood and kept continually in mind. Pointing out 
the physiological benefits of an exercise will arouse interest but 
lengthy explanations should be avoided. 

(n) Correction of faults, both general and individual 
is very necessary and should be given promptly, and as kindly, 
and as effectively as possible. Use manual correction sparingly 
but if it is necessary, say, “ Let me show you how ” and proceed 
gently. If a number of the class fail to execute the command 
properly, stop the exercise at once, and give the explanation 
again, calling attention to the results desired and the best method 
of obtaining them. Criticisms should be specific, that is, the 
faults should be stated in a definite, clear manner. Perhaps one 
of the best and quickest ways is to demonstrate the faulty way 
and the right way of doing it, thus making a sharp contrast. See 
p. 34 (3b). 


44 


(o) In response to command exercises a correct and 
accented manner of execution must be insisted upon at all times. 
Emphasize form and accuracy and insist upon good posture. 
Exercises designed for physical training are only valuable when 
executed correctly. 

(p) “ Do not govern rhythm by both counting and clap¬ 
ping hands at the same time. Many teachers get excellent results 
by establishing the rhythm with either hands or voice and then 
commanding “ class continue.” Then stop commanding for the 
rhythmic execution, the pupils doing the exercise in silence except 
for the teacher’s suggestions, corrections or commendations. The 
highest form of rhythmical exercise is reached when the class after 
receiving the command, keeps rhythm with no sound other than 
the execution of the exercise.” 

(q) Precautions to prevent accidents on apparatus 

The apparatus must be built correctly and fastened securely. 

See to it daily that everything is safe. Examine bolts. 

Apparatus not too high, too low, or too wide. 

Instruct the pupils in fastening and adjusting apparatus. 

Teach pupils how to assist in standing to help one another. 

Exercises must be in accordance with strength and ability of 
pupils. 

The “ two-minute ” or relief drill 

(a) Aim. The aim of the relief drill is to relieve the 
tired muscles that have become cramped through the maintenance 
of a more or less fixed posture for some time, to afford an outlet 
for the nervous energy showing itself as restlessness, and to 
refreshen the blood supply of the brain by increasing the blood 
circulation throughout the body. 

(b) Suggestions for Teachers 

(1) The relief drills should have a regular place in the 
day’s schedule. They may, however, be given at any other time 
when, in the estimation of the teacher, they will be most useful 
and efficient. It is suggested that they be placed between two 
academic subjects in which the pupils are required to sit still at 
their desks. 

(2) Open all the windows during each drill. Appoint 
monitors or health leaders at the beginning of the term and assign 
to them the duty of immediately opening windows as soon as their 
desks are cleared and to close them at the end of the drill. 

(3) The rhythmical method of teaching is used to insure 
repeated contractions of the large muscles. 

(4) Do not waste time in explanation. Command and 
demonstrate the movement at the same time and begin immedi¬ 
ately. To eliminate explanations have the drill written on the 
blackboard, explain and practice it the first relief period and 
follow it automatically thereafter. Simply command “ Begin ” 


45 


and “ Halt ” with the counts in between. The pupils will follow 
the order on the board. If the blackboard method is used the 
exercise should be changed each week. 

(5) Tor the deep breathing have the class left (or right) 
face toward the windows or the class may face in that direction 
throughout the lesson in which case the outside row should be 
left vacant for the leader. 


References 

1. “ Gymnastic Nomenclature, ” McCurdy, American Physical 
Education Association. 

2. “ Gymnastic Teaching, ” Skarstrom, American Physical Ed¬ 
ucation Association. 

3. “ Pedagogy of Physical Training, ” Crampton, Macmillan 
Company. 


46 


3. POSTURAL EDUCATION 

The teacher has no more important duty than to stimulate 
each of her pupils so that he will secure correct posture in stand¬ 
ing, sitting, walking, and running. The teacher can do much for 
her pupils by her own constant example of correct position. 
Daily practice, by her pupils, however, in vigorous corrective and 
recreative exercises is also necessary for the attainment of correct 
bodily habits. 

a. Importance of Good Posture 

The erect carriage of the body is necessary: 

(1) To full vigor and health. It is only in the perfectly 
erect position that the large important organs of the body, the 
heart, the lungs, stomach, liver, kidneys, etc. are in a position to 
perform their work to the best advantage. The habitual bad 
carriage of the body in walking, standing or sitting or a faulty 
relation to its parts in habitual occupations, may interfere 
seriously with the great functions of circulation, respiration, di¬ 
gestion and elimination. 

(2) To prevent waste of nervous and muscular energy. 
A greater effort is required to maintain an incorrect standing 
position than is necessary for a good position. 

(3) To allow normal growth and development. The hones 
of the growing child are more or less flexible and go through a 
gradual hardening process up to maturity when bone growth 
ceases. It is important then that during the period when the 
bones are plastic, correct posture should become a habit and 
assure the adult of a permanent erect structure conducive to 
health and good appearance. 

(4) To the individual who has a pride in his appearance. 

b. Correct Positions 

(1) Good standing position. The feet are parallel and 
together. The hips are drawn hack slightly, body erect, chest 
raised, head up and chin in. The arms hang naturally at the 
sides. The weight is over the balls of the feet, that is, the body 
is inclined slightly forward with the head, thighs, and legs ap¬ 
proximately in line. Figure 24. 

(2) Good sitting position. The hips are well back and 
resting equally on the seat. The feet are flat on the floor and so 
placed that the legs and thighs form a right angle at the knee. 
The trunk is comfortably erect with the hack supported below the 
shoulder blades. The head and chest are carried high. The 
hands rest comfortably in the lap. The pupils sit to make them¬ 
selves as tall as possible by pulling the abdominal muscles in and 
up. This idea will make the pupils sit tall from the hips rather 
than lifting the chest in military style. Figure 19. 


47 


(3) Good writing position. This is in the main the same 
as the good sitting position except that the pupil sits erect with¬ 
out leaning against the back of the seat. The arms rest naturally 
on the desk, the lateral edges of paper parallel with right fore¬ 
arm, left arm advanced in front of right hand, holding the paper. 

(4) Good reading position. This is the same as the 
writing position. The forearms are parallel and resting naturally 
on the desk. The book is held nearly vertical, that is, the top 
and bottom of the page are equidistant from the eye. 

(5) Good gymnastic sitting position. The feet are 
squarely upon the floor, the trunk is erect and away from the 
back rest, the hands grasp the near corners of the desks. The 
pupils sit to make themselves as tall as possible. 

(6) Caution:—While the above positions are important, 
and should be encouraged, yet it is too much to expect growing 
children to hold any one position continuously. Hence the 
importance of frequent periods for relaxation and stretching. 

c. Types of Postural Defects and their Causes 

“ During the years of growth posture will usually take care of 
itself if constant change be allowed, for change is instinctive and 
automatic in the child, and his varied activities may be trusted 
to lead him along normal lines. If, from inherent weakness or 
the confinement of school life without the relief of games and 
play, this normal development be hindered, the spine is one of 
the first parts of the anatomy to reveal it.” 

McKenzie 

Types 

(1) Round shoulders 

(2) Increased forward curve of the lower spine. This is 
the type of posture with protruding abdomen and forward tilting 
of the head. The normal forward curve of the spine in the small 
of the back is exaggerated. 

(3) Lateral curvature of the spine. 

Causes 

(1) Those general conditions that tend to produce mus¬ 
cular or constitutional weakness, like rapid growth, overwork, bad 
air in school or home, acute illness, and general lack of exercise. 

(2) Defective vision, near or far sightedness and astigma¬ 
tism, uncorrected by glasses. 

(3) Ill-fitting school furniture. 

(4) The requirement of any fixed position for more than 
a few minutes at a time. 

(5) Clothing supported by tight suspenders or shoulder 
straps which tend to draw the points of the shoulders down and 
forward. Ill-fitting clothes as when the coat or underwear is too 
narrow across the chest. 


4 


48 


(6) Defective hearing. 

(7) Asymmetry or faulty development of the bones re¬ 
sulting from past injuries or diseases. 

(8) Sitting with one foot tucked up on the seat. 

(9) Incorrect habitual sitting posture. 

(10) The standing position which habitually uses one leg 
as a base. 


(11) Bad sleeping posture. 

(12) Carrying books in one hand or under one arm and 
habitually the same hand or arm. Figure 22. 

(13) Mental fatigue. 

(14) Physical fatigue. 


d. Detection of Postural Defects 
The early detection of postural defects is one of the most valu¬ 
able services rendered by the teacher. It is during the school 
years that postural habits good and bad are formed. The bones 
are lengthening rapidly and because of their plasticity the 
direction of growth is easily determined by the habitual positions 
assumed. It is due the pupil, then, that the school’s influence 
should be used to the utmost in directing the formation of good 
habits of posture. To do this effectively the teacher must know 
the peculiarities of posture of each pupil. This should be done at 
the beginning of the term and by the following methods: 

(1) Classroom observation. The teacher should observe 
and record the posture of each pupil as he stands to read or recite, 
and also while sitting. This observation test should be conducted 
unknown to the pupil. The incorrect sitting and standing posi¬ 
tions and the most apparent defects may be noted in this way. 

(2) Physical and medical examinations. The schools 
having annual medical and physical examinations are well 
equipped to record postural defects. The school physician and 
nurse should look for the defects that are less apparent and not 
revealed to the teacher and note any deformity likely to interfere 
with the vital functions of life. 


49 


(3) Classroom tests. The use of the 
Vertical Line Test gives a simple, fairly 
accurate standard. Hold a window pole or 
other straight rod beside a pupil so that 
it touches him just in front of the ear 
and touches the floor at the forward part 
of the foot. Individuals vary slightly, so 
the teacher must place the pole in a vertical 
position as nearly as possible in contact with 
ear and foot. Notice that in the erect pos¬ 
ture one line indicates. the general axis of 
the body, while in the incorrect posture the 
line becomes a zigzag of three distinct parts. 

e. The Grading of Posture 

The aim of any grading scheme should 

be to stimulate the pupil to an interest in 
his own carriage with the ultimate object 
of establishing correct posture as a habit. 

Posture may be graded as a part of the 
whole subject of physical education or as 
an element of a health game, discipline, 
etc. Whatever method is used it should aim to constantly remind 
the pupil of his posture and of his relative standing in the class. 

The “ triple posture test ” of Bancroft has been extensively 
used and in some instances has met with marked success. 

The teacher may grade posture by daily observing the stand¬ 
ing, sitting, recitation, reading, writing positions, and awarding 
a mark such as A. B. C. or points. These observations should be 
made during the various activities and without the knowledge of 
the pupil. At the end of the month or any other interval when 
the reports are sent home, the posture grade should have a place 
on the card. 

Merit lists, honor rolls, gold star awards etc., are some of the 
methods devised for the classroom marking of posture. No one 
scheme has been found to be ideal; however, many of them have 
worked because of the interest shown by the teacher who has tried 
not to lose sight of the main object and the value of good postural 
habits. 

Posture charts should always be hung in a conspicuous place 
in the classroom. 

f. Postural Instruction 

Much time and thought should be given to this important 
phase of the work. The teacher should so impress her pupils 
with the importance of correct posture that they will form the 
habit of proper standing and sitting. It is the formation of the 
good posture habit during the school years that determines the 



Figure 17. 








50 


carriage of the body throughout life. It is toward this aim then, 
that efforts should be directed. 

The teacher should know the common causes of postural de¬ 
fects and be on the watch for them daily in the classroom and 
on the playground. Any causes directly due to school conditions 
should be removed and the conditions corrected. If it is apparent 
that a defect is the result of home conditions the teacher should 
make a posture report to the parents and suggest what might 
be the cause. 

Pupils should be taught the significance of postural habits 
upon health and appearance and the teacher should in practice 
conform to these principles. Desks should be adjustable or at least 
be of a size suitable to the pupils using them. Pupils should 
not be expected to keep still, nor to remain in good position either 
sitting or standing for too long a period, but have a frequent 
change. They should not be allowed to form careless habits nor 
should the teacher set a poor example. 

The teacher should make the proper ventilation of the room 
one of the important factors of the day. As rooms become over¬ 
heated and the air grows stagnant the pupils become fatigued and 
assume all manner of slack, unhygienic postures. The tempera¬ 
ture should be 65 to 68 degrees. Variations from this standard 
should be slight, the temperature never rising above 70. 

The carriage of books to and from school should be supervised. 
Don’t let pupils become “ lopsided ” because of carrying books in 
one hand. 

The study of posture is a phase of health instruction and is 
amplified in detail in the manual of hygiene. 

g. Postural Training 

A habitually poor posture indicates weakness in important 
muscles. Normal healthy muscle serves to hold the main parts of 
the bony skeleton in their proper relationship to each other but 
when the muscle becomes weak, its fibres lose their normal tone 
and become lax. The weakened muscle lengthens and allows the 
moveable bony parts to which it is attached a greater latitude 
of movement. This condition occurs when the general muscula¬ 
ture is poor or when a local group of muscles becomes stretched 
by the habitual assumption of a faulty posture. Exercise, then 
is the method of first importance for the correction and preven¬ 
tion of incorrect attitudes. 

“ These exercises are important but since round shoulders and 
forward tilting of the head always cause an abnormal compen¬ 
satory curve in the lower spine, general posture work and lower 
back development should be emphasized. Never work simply for 
the correction of a localized deformity. An increase in any one 
curve of the spine causes an increase in the other two curves 




Figure 20. 


Figure 21 
















Figure 22. 



Figure 23. Figure 24. 

























































■ 











































































































Figure 25. 



Figure 26. 








































I 














































■ 

' 

























v i 91 

















































. 

























































and for this reason they must all be corrected at one time. In 
all of the following exercises it is important that the starting 
position, which should be the correct standing or sitting position, 
is correct before any movement is started. Always emphasize the 
flat abdomen and lower back, high chest, erect head with chin 
drawn in and weight over the balls of the feet.” 

(1) At least two corrective gymnastic exercises are in¬ 
cluded in each graded gymnastic lesson. The commands and 
positions of the following exercises are explained in the chapter 
on gymnastic nomenclature but are given here to illustrate the 
type of exercise having a corrective value if properly executed. 

(a) Hands on hips. Elbows well back. 

(b) Hands back of neck. Elbows pressed back, head up 
and chin in. 

(c) Hands clasped on top of head. This is called the 
“ shelter stand.” Push head up and press hands down, thereby 
raising the ribs. Elbows out and back. 

(d) Arms at upward bend. 

(e) Arms at forward bend. Elbows at shoulder level 
and pressed back. 

» (f) Arm raising movements to the side horizontal and 

the vertical. Arms straight and stretched. Attention to position 
of head. 

(g) The correct standing and sitting positions should 
be given as exercises for their corrective value. 

(h) “After the pupils have acquired the correct stand¬ 
ing position given to the command, ‘Attention ? they may be 
taught to discriminate by their own muscular sense between the 
feeling of the correct position and their habitual poor posture. 
The pupils are told to relax in any habitual or relaxed posture. 
After a brief moment of this relaxation they are given the com¬ 
mand ‘Attention ’ and immediately assume the correct attitude. 
This is repeated three or four times in quick succession, the 
teacher inspecting the lines each time and assisting those pupils 
into position who have not yet acquired the full power to assume 
it independently. Emphasize the return to the correct standing 
position.” 

(2) Guides for correction 

(a) For correct standing position. Heels together, 
weight on balls of feet, waist in, chest broad, head up. 

(b) For drooping head. “Push back of neck against 

collar.” 

(c) For flat chest. Pupil places his hand on chest 
and raises hand by lifting chest. 

(d) For round shoulders. “Broaden chest, flatten 
upper back.” “ Shoulders hack ” is incorrectly interpreted and 
results in hollow back, protruding abdomen and poor position of 
head. Use “ chest high,” “ chest broad,” “ lift the chest ” etc. 


58 


(e) For hollow back. “Waist in, stretch up.” “Bal¬ 


ance on toes. 


incline forward.’ 


(f) Guides for use during gymnastic lesson. 


Stand tall 
Chin in 

Weight forward 
Grow an inch 
Chest over toes 


Stretch hands Stretch up 

Head up Elbows back 

Stretch the knees Broaden chest 
Up on toes Belt in 

Elbows close Body erect 

Hote: “Do not assume that a pupil will stand correctly 
simply because he is told to ‘ stand tall/ ‘ chest up/ ‘ chin in/ 
etc. He must be taught how to stand tall, first, by controlling 
the abdominal muscles which in turn flatten the lower back; sec¬ 
ond, by raising the chest correctly.” 


(3) Special corrective exercises 

(a) Among the exercises that are especially good for all 
forms of bad posture are those where the weight of the body is 
suspended by the arms; here the tendency of the weight is to 
straighten the spine. 

(b) Drooping head 

(1) Push back of neck against the collar, or push up with 
top of the head 

(2) Hold a book or bean bag on the head and walk 
around the room 

(3) Raise arms sideward; bend elbow T s and touch fingers 
back of neck, then press neck back against fingers; stretch arms 
sideward; lower arms; and repeat. 

(4) Keeping the chest up, bend the head steadily forward 
and backward a number of times. 

(c) For round shoulders 

(1) “ Swing the arms forward on shoulder level and bend 
elbows so as to bring the finger tips to top of shoulders with 
elbows pointing forward. From this position lift the elbows and 
describe with them a semicircle at sides, upward, backward, and 
downward. At close of position upper arms are close at sides, 
shoulder blades flat on back. Take movement deliberately, then 
swing elbows directly to front, finger tips remaining on shoulders 
and repeat upward, backward and downward motion of elbows, 
making semicircle in one continuous movement. Caution! Don’t 
let head fall forward nor upper part of trunk fall backward.” 
Repeat 4 to 10 times in succession. 

(2) Arms forward upward to a half vertical position and 
inhale deeply. Rise on toes, stretch up tall while holding breath. 
Lower heels, arms sideward and downward, pressed well back, 
and exhale. 

(3) Raise the arms sideward, palms up and reaching as 
far backward as possible make small circles with the arms. The 


59 


chest is held high, and the neck is pressed against the back of 
the collar, chin held in. 

(4) Hanging exercises. 

(d) Protruding shoulder blades and narrow chest 

(1) Flatten the upper back by drawing shoulder blades 
toward each other. Place hand on chest and raise hand by lifting 
chest. 

(2) Raise arms sideward, and upward until fingers touch 
high over head; turn palms outward and push backward and 
downward. 

(3) Place palms of hands with fingers turned in, on wall 
of room at height of shoulder; bend forward at the ankles until 
chest touches the wall and at the same time bend the head back¬ 
ward; push back to erect position. 

(4) Raise arms forward with palms down; close hands 
and pull far back as if reining in a horse. 

(e) Protruding abdomen and hollow back 

(1) Sit on a chair and place hands on hips. Bend trunk 
forward at hips, keeping abdomen and lower back flat and spine 
stiff and straight. The drawing in of the abdomen and stretch¬ 
ing tall to hold the spine erect is the important part of the 
exercise. 

(2) Starting in same position, bend trunk sideways, from 
right to left. 

(3) Incline the body forward until the weight is over 
the toes, raise the chest forward and upward. 

(4) Body bending exercises taken while standing as in 

(3) 

(5) Body twisting exercises 

(6) Knee raising forward 

(7) Leg raising forward 

(f) Correction of lateral deformities. The untrained teacher 
is especially warned against attempts to correct deformities 
associated with lateral deviation of the spine, such as high 
shoulder, uneven hips, tilted head, etc. These defects may be 
called to the attention of the parents, medical inspectors, etc., 
but should not be diagnosed and treated by the teacher herself. 

References 

1. “ Posture of School Children, ” Bancroft, Macmillan Com¬ 
pany, Hew York. 

2. “ Bodily Mechanics and Health,” Thomas and Goldthwait, 
Houghton, Mifflin Company, Boston. 


60 


B. DIVISION OF PLAYFUL OR RECREATIONAL ACTIVITIES 

1. STORY PLAYS AND MIMETIC EXERCISES 

The first years of school life correspond with what in the- 
pupil is called the dramatic age, characterized by individualistic 
tendencies and an active imagination. They do nothing for the 
sake of the end achieved but are only interested in the activity 
itself, and they are happiest when pretending and imitating the 
every day activities of life. 

The activities that best give expression to the dramatic in¬ 
stinct are: 

a. Story plays 

b. Mimetic exercises 

c. Singing games (see p. 69) 

These activities are simple play movements that give oppor¬ 
tunity for fairly vigorous exercise of all parts of the body and 
thereby meet the physiological aim of recreation by providing an 
outlet for the child’s restlessness. 

Story plays and singing games are particularly adapted to the 
first three years of school life and prepare the pupil for the more 
social groupings in the games and folk dances of the upper grades. 

Mimetic exercises are imitations of movements used in sport 
and industry and therefore are closely related to the story play 
but make a greater appeal to the interest of the older pupils. 

Suggestions for Teachers 

(1) The aim of plays in this manual is to present the 

subject matter in such a way as to bring into the lesson, arm, 
leg, balance, and trunk movements, finishing with quieting ex¬ 
ercises and deep breathing. “ Get large vigorous movements in 
the exercises by appealing to the imagination and interest ”; ex¬ 
ample : “ Push the swing higher,” “ swim faster,” “ jump high¬ 

er,” “ hit the nail harder,” etc. Repeat each movement several 
times so as to stimulate good circulation. 

(2) The plays are arranged to coincide with holidays 
and seasons. Other activities that are common to the life of the 
majority of the class may be selected. Dramatize any subject 
material used in the school work that can be easily adapted. In 
the spelling lesson the pupils might act out certain words as well 
as write or define them. 

(3) “ Study the possibilities of each action story. Use 
all available material to help the pupils with their ‘ make believe 9 
objects. The desk may be a boat, a wagon, an automobile or a 
variety of other things to fit the occasion. A chalk line or lines 
on the floor might represent logs, stones in a brook, or a small 
stream.” 


61 


(4) Avoid formal commands. Use words that give a 
mental picture as “ stoop,” “ gather,” “ stand,” “ toss,” or similar 
expressions. 

(5) Encourage the pupils to make suggestions and work 
out imitations in their own way. Let them feel that the story 
belongs to them. 

(6) “ Strive to bring out individual self-expression. Do 
not expect to secure accuracy or uniformity of movement by the 
entire class.” 

(7) “ Do not teach a new play until the previous one 
has been thoroughly mastered. It is far better to learn a few 
and to play them well than to have 1 run through 9 all of them 
in a superficial manner. Many of the story plays are too long 
to be taught in one lesson in which case they should be continued 
over several lessons until completed.” 

List of Mimetic Exercises 

1. Windmill. Straighten right arm up and left arm down. 
Carry right arm forward and downward and left arm upward and 
backward, making a circle with each arm. 10 times. 

2. Weather Vane. Arms sideward raise and feet apart- 

Jump! Twist trunk to right- : — One! To left- Two! 

Repeat in slow even time from one side to the other. Position! 

3. See Saw. Jump feet apart and raise arms sideward. Bend 
right knee and trunk to right until right hand touches foot, left 
arm nearly vertical, look up. Reverse by moving to the left 
through the erect position. Continue in rhythm, 16 counts. 

4. Ferryboat. Feet apart, arms raised sideward. Hold arms 
stationary and bend trunk first right, then left. 10 to 16 times. 

5. Sewing Machine. Running in place, hands on hips, start 
slowly and lightly, and gradually increase speed. 

6. Jumping Jack. Clap hands in front of thighs, then spring 
feet apart and clap hands over head. Spring feet together and 
clap hands in front of thighs. Repeat in hopping rhythm. 16 
counts. 

7. Jack in the Box. Feet somewhat apart. Stoop down just 
a little on count one. On count two spring high in the air. 10 times. 

8. Climbing Ladder. Alternate arm flinging forward upward 
with opposite alternate knee upward bending. Begin slowly and 
gradually increase speed. 

9. Bicycle. Alternate knee upward bending with hands held 
in front as if grasping handle bars. Hands on neck (riding with¬ 
out hands). 

10. Cowboy Throwing Lasso. Feet apart, place left hand on 
hip and raise right hand above head; swing the right arm round 
and round in circles over head. At the end of the eight turns 





62 


throw the hand forward as if throwing a lasso. Repeat 4 times. 
Left arm 4 times. 

11. Snowballing. Deep knee bending to pick up snow. Rise 
and press snow into a ball. Placing the right foot back, raise 
right arm to a position for throwing and throw with force. 
Repeat 4 times. Left arm 4 times. 

12. Throwing Baseball. Place left foot forward, raise both 

hands on chest- One! Twist to the right, throwing both hands 

well over right shoulder- Two! Throw ball, transferring 

weight well on to left foot-- —Three! Position- Four! 

Repeat four times with each hand. 

13; Baseball Play, (a) Teacher makes motion of throwing. 
Class spring up and clap hands high over head as if catching. 
Repeat reaching to right side, to left side, and stooping to catch 
a low throw, (b) Pupils throw. Step back on right foot and 
hold right hand back and over shoulder, left arm extended for¬ 
ward. Make motion of throwing and use body bending in the ex¬ 
ercise. Repeat 4 times. Use left hand 4 times. 

14. Batting Baseball. Step back on right foot, twist body to 

right, hands over right shoulder as if holding bat- One! 

Swing bat at ball, sway weight onto forward foot-TWO! 

Same position as for count one- Three! Bring left foot to 

right and drop hands to sides- Four! Repeat four times 

Same left four times. 

15. Throwing Basket Ball. Jump feet apart. Bend trunk for¬ 
ward and lower arms to floor (picking up the ball)- One! 

Raise trunk and swing arms overhead- Two! Suddenly 

throw arms forward (as throwing the ball) —- Three! Posi¬ 
tion- Four! Repeat 18 counts. 

16. Putting the Shot. Stoop and pick up shot-—- One! 

Lunge backward on right foot, right arm bent, hand close to 
shoulder and elbow held in, left arm extended forward upward, 

eyes looking at left hand -- Two! With a light hop (on toes) 

and a half turn left, change position of the feet, extend the right 
arm forcibly forward and upward and swing the left arm back¬ 
ward, (head up, eyes looking forward and upward)- Three! 

Position—- —Four! Repeat 16 counts. Left hand, 16 counts. 

17. Start of a Race. (1) On your Marks! Step back with 
right foot, rest right knee on floor opposite left instep, rest 
fingers on floor on line with left toe, thumbs about fifteen inches 
apart, head held down. (2) Get Set! Raise right knee about 
six inches from the floor, head up, eyes straight front, weight 
over arms. (3) Go! All spring up and run in place for 8 
eounts. Repeat. 

18. Driving the Golf Ball. Jump feet apart and place closed 
hands together on right shoulder, one hand on top of the other. 
Swing arms downward and then upward to left shoulder; at the 

















63 


same time turn toward the left and sway onto left foot, raising- 
right heel. Swing arms downward and upward to right shoulder, 
turn toward the right and sway onto right foot, raising left heel. 
Repeat in rhythm, 32 counts. 

19. Mowing with Scythe. Jump feet apart. Extend both arms 
downward on right side. Swing the arms around to left, bend¬ 
ing the knees slightly. Continue in rhythm. 

20. Rowing. Arms to thrust and right foot forward- 

Place! Stretch arms forward downward, bend forward knee 

-One! Bend arms, raise trunk and shift the weight to the 

left leg and bending that knee- Two! Continue in forward 

and backward rhythm, 8 counts. Change feet- Jump! Re¬ 

peat exercise, 8 counts. 

21. Chopping Wood. Feet apart, raise axe over left shoulder 
and chop down hard, then raise over right shoulder. Repeat 
changing shoulder, 10 times. 

22. Sawing Wood. Alternate rows face toward each other. 
Place left foot forward. Reach left arm well forward, bend 
right arm and hold close to the body. Pupils in odd rows sway 
body forward, bending left knee, and thrust arms forward as if 
pushing the saw. Pupils in even rows sway backward onto right 
leg and forcibly bring bent arms close to sides. In rhythm re¬ 
peat the movement alternately between the rows. 

23. Driving Stakes. Feet apart- Jump! Swing arms 

back of shoulder, over head and down-- Begin! 8 times. 

Same with swinging over other shoulder, 8 times. 

24. Hoisting Sail. Jump feet apart. -Extend left hand over 
head and right in front of chest. With quick knee bending pull 
downward with hands. Straighten knees and change position of 
hands. Repeat in rhythm. 

25. Raising the Flag. Feet apart- Jump! Hands grasp 

rope high up. Bend trunk forward and swing arms downward. 
Repeat in rhythm, 16 counts. 

26. Pulling up Anchor. Feet apart- Jump! Reach hands 

to left and downward with trunk twisting and left knee bending 

One! Straighten up with shifting of weight to right foot, 

bending right knee and drawing hands toward right hip- 

Two! Continue in slow rhythm. Repeat same to other side. 

27. Bell Ringing. Separate the feet and at the same time 
extend the arms diagonally upward with hands closed as if taking 
hold of a rope. Keeping the back erect and heels tight on the 
floor, bend and separate the knees and pull the arms down in 
front bending the elbows. 16 counts. Return to starting position. 

28. Shaking Fruit from Trees. Stand on tip toes, arms 

raised high over head. Shake fruit from branches by rapidly 
shaking hands and wrists. 


5 











64 


29 . Signaling. Hands on hips - Place! Raise right arm 

sideward upward and raise left leg sideward- One! Return 

- Two ! Raise left arm and right leg—- Three! Re¬ 
turn-- Four! Continue in rhythm, 16 counts. 

30. Teamsters Warming Up. Spring feet apart and raise arms 
sideward, palms facing forward. Row jump and cross the feet 
at the same time fold arms with a clap, embracing yourself. 
Spring feet apart again and repeat, alternating crossing feet, 16 
times. 

31. Scooping Sand. Spring feet apart, bend knees and touch 
backs of hands to floor. Straighten up and throw sand upward, 
keeping hands close to body as they are brought upward. Keep 
feet in stride position and stretch arms upward to fullest extent. 
Do not throw or bend backward. 8 times. 

32. Locomotive. Bend arms to right angles, hands closed to 

fist. Stretch right arm forward and bend left knee upward- 

One! Draw right arms forcibly back, extend left arm, straighten 

left leg and bend right knee upward- Two! Continue in 

rhythm and gradually increase the speed until running in place 
at the end, 16 counts. 

References 

1. “ Gymnastic Stories and Plays/ 7 Stoneroad, D. C. Heath 
and Company, Hew York. 

2. “'Graded Games and Rhythmic Exercises/ 7 Hewton, A. S. 
Barnes and Company, Hew York. 

3. “ Physical Training for the Elementary Schools/ 7 Clark, 
Benjamin H. Sanborn- and Company, Chicago. 

4. “Rhythmic Action, Plays and Dances/ 7 Moses, American 
Physical Education Association, Springfield, Mass. 

5. “ The School Program in Physical Education, 77 Hethering- 
ton’s World Book Company, Yonkers-on-Hudson, Hew York. 








65 


2. GAMES 

Games are modern activities based upon the instincts which 
express themselves in the natural movements of running, jump¬ 
ing, climbing, striking and throwing. They require a lesser 
degree of organization than the athletic team games and are, 
therefore, characteristic of preadolescence. The interest in active 
games is spontaneous in the child but requires adult supervision 
m the selection of activities and the guidance of the play spirit 
into "wholesome channels. Games are especially valuable as hy¬ 
gienic exercises and particularly so during the period of growth 
and development when their influence upon the vital organs and 
systems governing circulation, respiration, nutrition and elimina¬ 
tion is one of healthful stimulation. 

Suggestions for Teachers 

(1) “ The game must possess the following character¬ 
istics : 

(a) It must not necessitate many preparations 

(b) It must be simple and governed by fixed rulers 

(c) It must offer opportunity for physical exercise and 
the development of agility, judgment, presence of mind, and quick¬ 
ness of thinking 

(d) It must employ many pupils at one time 

(e) It must be adapted to the youthful mind 

(f) It must have a purpose to the pupils ” 

(2) “ The teacher should approach the pupils in a spirit 
of play. Ho one can be a successful play leader unless he has an 
understanding of and a love for games.” 

(3) “ The best method of teaching a game is to explain 
it before the pupils take their places to play. If this be in a 
schoolroom, illustrative diagrams may often be drawn on the 
blackboard, and it is sometimes helpful, to have a few pupils go 
sIoavIv (not running) through the general form of the game, to 
illustrate it to the others. Make your explanation as simple and 
concise as possible. A long discussion creates a rapid loss of 
interest that is difficult to regain.” 

(4) “Assign weak pupils with known organic defects to 
quiet games, that is, to games in which there is at most only 
moderate muscular activity and mental excitement. In strenuous 
games observe carefully those who have undue shortness of breath 
and who turn pale while playing.” 

(5) “An indication that too many players are taking 
part in a game is almost invariably to be found in a lack of 
interest on the part of the players, arising from the infrequency 
with which each player gets an opportunity to participate. A 
teacher should watch closely for waning interest, and may often 
save the situation by dividing the players into two or more groups. 


66 


Comparatively few games are successful when played by large 
numbers.” 

(6) “Do not attempt too many games. The pupils will 
enjoy a game more when they understand it thoroughly. On the 
other hand do not continue one game too long. Teach two or 
three and change frequently, but do not use any new ones until 
the old ones are well learned.” 

(7) “ The teacher should study the games and understand 
the rules. The game period should be as carefully planned as the 
work for the class room.” 

(8) “ True play should consist of a joyous and spon¬ 
taneous activity. The teacher should encourage a feeling of per¬ 
fect freedom and relaxation; and strive to get the playing value 
out of the games. The game lesson does not demand quiet and 
seriousness for supervision. The play should be free and arouse 
laughter and frolic and if the teacher enters into the game her¬ 
self in that spirit the pupils will respect her for it and discipline 
will be better. One of the most effective forms of supervision is 
to show a sympathic interest.” 

(9) “ The teacher should watch for leadership qualities 
in the pupils and select the most promising ones to take charge of 
play groups. Older pupils and almost invariably the pupils who 
are disorderly or inclined to disturb the general harmony and 
discipline of the playground are the best ones to charge with 
such responsibility. Stimulate competition for the honor of being 
a leader. ” 

(10) “JSTo class of players needs more sympathetic or 
tactful understanding and help from the teacher than the timid 
and shy. Such pupils should be encouraged by praise of their 
successful efforts, and especial care should be taken not to call 
attention to their failures.” 

(11) “Do not coddle a player who has received an in¬ 
jury. If it be a slight injury, have him continue in the game. 
They ought to be able to bear a few falls, knocks and bruises; it 
is nature’s way of training a child to be more observant and agile. 
Besides, physical hardihood is one of the best possible results 
from the playing of games.” 

(12) When the tendency for team play is observed begin¬ 
ning at the age of ten to twelve years, the teacher should en¬ 
courage and develop it by using more highly organized team 
games. 

(13) “Formation for games”* 

(a) “ For small numbers of players no formal procedure 

is needed to get the players into a ring formation. For very 
little children the teacher should simply stretch his or her own 

* From “ Games for the Playground, Home, School and Gymnasium ” 
by Jessie H. Bancroft, Macmillan Company, N. Y. 



67 


hands sideways, taking a child by either hand to show what is 
wanted, and telling the others to form a circle. All will naturally 
clasp hands in the same way. Children should be urged to move 
quickly for such formations. For some games the hands remain 
clasped. For others the hands are dropped (unclasped) after the 
ring is formed. The distance between may he gauged by the 
stretch of the arms when the hands are clasped, making the 
ring larger or smaller. With older players the teacher’s par¬ 
ticipation in the formation of the circle is not necessary, the 
mere command to ‘Form circle! ’ being adequate. 

“ For large numbers the ring formation is best achieved from 
a line standing in single file. The players should march or run, 
the leader of the file describing the circle and joining hands with 
the rear of the file, all the others joining hands similarly with 
their neighbors. 

(b) “ Concentric circles. Where players are to be 
placed in two circles, one within the other, as in Three Deep, Zig¬ 
zag Ball, or some of the singing games for large numbers, players 
should march in a column of twos (and by two), and the leaders 
should describe a circle until the ends meet. All then face inward. 

“Another method of forming concentric circles is to form a 
single circle, and have every alternate player step inward. Or 
the players may number off by twos, and those bearing the odd 
(or even) numbers take one or two steps toward the center of 
the circle. All numbering-off methods, however, are comparatively 
slow. 

(c) “Opposing teams or lines. For assigning large 
numbers of players quickly in opposing teams or lines, the follow¬ 
ing methods are among the most orderly: 

(1) “The players ‘fall in’ for a march in single file. 
They march up the center of the room or ground; the first player 
turns to the right and the next to the left, and so on alternately, 
taking stations at the side of the ground; they are thus separated 
into two opposing groups, those which turn to the right forming 
one group or team, and those to the left another. 

“ This method is even quicker if players march in columns of 
twos or fours, alternate ranks turning to alternate sides. 

(2) “Players may be required to march in columns of 
twos, (two abreast), halt, and those in one file of the column step 
to one side of the playground instead of marching to the front 
and separating, as in (1) and those in the other file to the 
opposite side. Where an even division of running ability, or height 
for catching balls, is necessary players should be sized when lining 
up for either of the above methods. 

(3) “When players in a gymnasium, playroom or play¬ 
ground have already been numbered for gymnastic purposes the 
odd numbers may be directed to one end of the playground to 


68 


form one team, and the even numbers to the opposite end for 
the other team. 

(d) “Group formations: To get players into small 
groups, a division may often best be made from the marching 
formations. Players may be brought for this purpose into columns 
of four or more (marching four abreast), halted, and each file in 
turn directed to some particular location in the playground. 

“ Where time is not a consideration, or the number of players 
is smaller, more deliberate methods of counting out, choosing 
sides, etc., may be used.” 

References 

1. “ Games for the Playground, Home, School and Gym¬ 
nasium ” Bancroft, Macmillan Company, Hew York. 

2. “ Physical Training for the Elementary Schools ” Clark, 
B. H. Sanborn and Company, Chicago. 

3. “ Manual of Physical Training Games, and Mass Competi¬ 
tions ” Keene, World Book Company, Yonkers-on-Hudson, Hew 
York. 

4. “ Indoor and Outdoor Gymnastic Games ” Spalding’s Ath¬ 
letic Library, American Sports Publishing Company, Hew York. 

5. “ Games for Boys ” Ripley, Henry Holt and Company, 
Hew York. 

6. *“ The School Program in Physical Education, ” Hethering- 
ton, World Book Company, Yonkers-on-Hudson, Hew York. 


69 


3. SINGING GAMES, FOLK DANCES AND RHYTHMIC STEPS 

These rhythmical activities contain the elements of song, play, 
drama and vigorous muscular exercise and as forms of recreation 
and expression they are highly satisfying to the individual. They 
provide an excellent training in coordination and cultivate charm, 
grace, and bodily control and of all the school activities they 
offer the best opportunity for training in social customs. 

Rhythmic steps are valuable single dancing exercises for class 
room instruction and are especially adapted to mixed classes of 
all grades. 

Suggestions for Teachers 

1. The singing games are excellent playful activities for 
pupils of the first three grades. They should be taught in the 
same manner as active games and with the same objectives. 

2. Folk dances require greater skill but the recreational 
element and the pleasure from individual expression should never 
be sacrificed for perfect execution. Aim to arouse the play spirit. 
“ When a dance has been learned it should be as a form of play 
for play’s sake, on the same basis as games are played.” 

3. “Avoid any suggestion to children that what they are doing 
is 1 cunning’ or attractive or pleasing to spectators. Nothing 
is more interesting and beautiful than children dancing or play¬ 
ing, but once the 1 showing off ’ spirit is engendered the pleasure 
taken in it becomes that of appeal to the onlooker and self ex¬ 
ploitation rather than that of a healthy game spirit.” 

4. “ While the plays can best he performed outside the school¬ 
room. teachers can show great resourcefulness in making use of 
halls, aisles, etc.. Many of the singing games in this manual 
were selected primarily because of their adaptability to the school¬ 
room.” 

5. “ The instructor can get best results by dropping the atti¬ 
tude of teacher and joining in the dance with her group.” 

6. “ Either a piano or victrola may be used but where neither 
is available the pupils may be taught to sing the songs, and in 
case, no words are given may sing the actions as ‘ Step and Bend ’ 
or 1 Tra-la-la. ’ ” 

7. Rhythmic steps. This type of activity is intended primarily 
to develop grace and harmony of motion and it has been demon¬ 
strated that these steps can be done in the classroom by both boys 
nnd frirls with profit. They have a great value for girls and 
should always form a part of the gymnastic lesson where the 
girls’ classes are conducted separately. 

A step once learned may be used as the leg exercise in the 
relief drill. 

8. Explanation of folk dance steps. The technical terms by 
which many of the folk dance steps are described will be found 
explained in the list of rhythmic steps. 


70 


Rhythmic Steps 

a. Class Formation 

1. In the aisles. By moving forward and backward in the 
aisles. For continuous forward movement, have alternate rows 
about face and then two contiguous rows, one odd and one even, 
can pass around the row of seats between them. 

2. In circle. March the class in single file to form a circle 
around the room. 

3. Set. Partners in a square, circle, or line formation. 

4. Quadrille. A country style dance of four to eight couples 
in a square formation. 

b. Direction. Khythmic steps can be executed in any desired 
direction, forward, backward, sideward, obliquely forward and 
backward. 

c. Definitions 

1. Placing the foot is without transferring the body weight. 
(Touch-step). 

2. Striding is stepping with the weight equally divided on 
both feet. 

3. Stepping is a step with the weight transferred to the step¬ 
ping foot. 

4. Swing partners. Partners in dancing position. The boy 
turns his partner vigorously in place. 

5. Cast off. Used in English and American country dances. 
First couple separate and turning outward skip down outside of 
the set to the end of the line, each dancer turns outward again 
and returns to place. 

6. Grand Chain. A single circle. Partners facing with right 
hands joined. Passing by the right shoulders and moving for¬ 
ward grasp left hands with new partner and pass by left shoulders. 
Continue weaving in and out until original partners meet. 

7. Ladies Chain. This is danced by two couples facing each 
other, with the girls on the right of their partners. The two girls 
advance toward each other and join right hands; passing each 
other, they release right hands and join left hands with the 
opposite boys. Without releasing her left hand, each boy puts 
his right arm around the girl’s waist and swings her half around, 
so that they face the dancers on the opposite side. All this is done 
in eight steps (4 measures). During the next four measures the 
same is repeated, so that the girls return to their own partners, 
who swing them around in the same manner, so that all finish 
in their original positions (8 measures). 

8. Countermarch. Turn left or right about (to the rear) and 
continue marching or dancing in the new direction. 

d. The Steps 

1. Touch-step. Point left foot forward-1. Carry left foot 
forward and step-2. Same beginning with right, point, step, etc. 


71 


2. Change-step. Advance and plant left foot, bring instep of 
right foot up to heel of left, throwing weight on right, then advance 
left foot. Repeat the movement with right foot leading. This 
is practically a two-step. 

3. Closing-step. Step forward left-1; close with the right foot, 
heels together-2; Repeat, right forward and close with left. 

4. Gallop-step. Slide right foot sideward-1. Close the left 
foot to the right-and. Slide the right foot sideward-2. Close 
with left-and. Continue in the same direction. The count one 
and, two and expresses the rhythm. The closing on count “ and ” 
is done more quickly than a slide in 4/4 time. 

5. Gliding. Slide forward with left foot, both knees slightly 
bent, weight on both legs-1; follow with leg in rear and rise on 
toes-2; repeat any desired number of counts. 

6. Shipping. Hop on one foot while stepping forward with 
the other foot. 

7. Step-hop. Step left forward-1. Hop on left foot-2. Same 
right 3-4. During the hop on the toes, the free foot may be 
raised backward with the ankle extended. 

8. Double step-hop. Same as step-hop but with two hops in¬ 
stead of one. 

9. Mazurka balance. Step sideward left-1. Point right foot 
in front with rising on toes-2. Lower heels-3. 

10. Draw-step. Step sideward with the right, draw the left 
heel toward the right toe, the right knee bent slightly. There 
should be an outward rotation of the leg; weight is kept on the 
advancing leg except at the instant when the weight must be 
transferred onto the left in order to lift the right foot for a new 
step sideward. 

11. Cut-step forward. Raise right foot forward. Step down 
on right foot and hop, raising left leg backward. Swing left 
leg downward to quickly replace the right which is again raised 
forward and hop on left. Continue by cutting forward and 
backward and hopping in place. 

12. Step-courtesy. Step left sideward-1. Cross right foot in 
rear of left and bend knees-2. Same stepping right 3-4, 

13. Rocking-step. Step forward on left foot and hop count 1 
and; right leg raised backward. Step back on the right foot and 
hop, left foot raised forward, count 2 and. Body may be in¬ 
clined forward or backward on the corresponding hop. 

14. Buzz-step. Right foot in place-1. Step forward on ball 
of left foot-and. Put down the right foot on the same spot as 
before,-2. Step forward on ball of left foot-and. Continued 
usually for eight measures. With this step the boy swings his 
partner around very vigorously. 

15. Simple polka. A change step in polka time (step, and, 
step; or 1, and 2, etc.). 


16. Polka-hop. As above beginning with hop (hop, step, close, 
step), and with opposite foot raised forward. 

17. Heel and Toe polka. Place left heel forward and hop on 
the right foot-1; place left foot backward, with toes on floor, and 
hop on right foot-2; polka step forward left-3, 4; repeat right 5-8. 

18. Glide polka. Two glides forward left, with slight knee¬ 
bending during glide and rising on toes when closing-1, 2; polka 
step forward left-3, 4; repeat right-5, 8. 

19. Schottische step. Slide forward on the left foot-1. Close 
right to meet left-2. Slide forward on the left-3. Hop on the 
left and swing right across in front-4. Can be performed forward, 
sideward or backward. 

20. Waltz balance-step. Step sideward left-1; close with right 
and rise on toes-2; lower heels-3; same, beginning right-4, 5, 6. 

May be performed obliquely forward, sideward or backward. 

21. Hop-waltz. Step left foot to the side and hop, raising right 
foot from the floor; step right to side, raising left foot from the 
floor, 2/4 time. Usually done with partners facing and turning 
in place. 

22. Jig-step. Hopping on one foot and toe touch forward 
with opposite foot-1. Change feet-2. Continue hopping. Usually 
done three times or right, left, right. 

23. Kicking-step. Same as jig step with kicking alternate 
feet forward while hopping. 

24. Bleking step. Hop on the right foot, left foot forward, 
heel on the floor, toes up; and repeat with right foot forward 
and continue alternating feet in hopping rhythm. 

25. Glide balance-hop. Glide forward with left foot, bend the 
knee slightly and transfer the weight of the body-1; hop on left 
leg and raise right leg backward, knee slightly bent and turned 
outward-2; repeat right 3-4. (The number of hops that follow the 
glide may be increased according to the rhythm.) 

26. Step-swing-hop. Step forward left-1; raise the right leg 
f-orward, foot turned outward, and hop on left leg-2; repeat right 
-3, 4. 

27. Mazurka-hop. Slide forward left-1; displace left foot with 
a hop on the right, the left foot being raised forward-2; hop on 
right foot and bend the left knee so that the left foot is in front 
of right knee-3. Repeat, or combine with some other step. 

28. Three-step-turn. Step left sideward-1. Step sideward 
right moving in same direction with half turn of body facing 
rear-2. Step left sideward in same direction and complete the 
turn to again face front-3. Close right foot to the left-4. 

29. Dal-step. Step to right and swing left leg across and in 
front of body, rising on toes of supporting foot. 

30. Varsouvienne. Raise the left knee with toe pointing down- 
ward-1. Change step forward starting with left foot-2-3-4. Point 
left toe forward-5-6. Repeat by raising knee as one and continue. 


73 


31. Pas-de-basque. Step right foot to the side-1. Cross left 
directly in front of right-2. Rise on toes-3. Later the first step 
is performed with a leap. Leap, step, rise. 3 counts. 

32. Pas-de-basque backward. Step to the right, draw left foot 
in back of right and rise on toes. 3 counts. 

33. Minuet step. Touch the right toe diagonally forward keep¬ 
ing the knee straight-1. Raise right leg and touch toe again in 
same spot-2. Repeat count two-3. Step forward with the right 
foot-4. Bring left toe back of right heel and bend knees-5. 
Straighten knees-6. Repeat alternately left and right. All face the 
center and bow on six counts. 

References 

1. “ The Folk Dance Book, ” Cramp ton, A. S. Barnes and 
Company, New York. 

2. “ The Second Folk Dance Book, ” Crampton, A. S. Barnes 
and Company, New York. 

3. “ The Song Play Book, ” Crampton and Wollaston, A. S. 
Barnes and Company, New York. 

4. “ Rhythms of Childhood, ” Crawford, A. S. Barnes and 
Company, New York. 

5. “ Folk Dances and Singing Games, ” Burchenal, G. Schirmer 
Inc., New York. 

6. “ Physical Training for the Elementary Schools,” Clark, 
B. H. Sanborn and Company, Chicago. 

7. “ Graded Games and Rhythmic Exercises, ” Newton, A. S. 
Barnes and Company, New York. 

8. “ American Country Dances, ” Burchenal, G. Schirmer, 
Inc., New York. 

9. “ Dramatized Rhythm Plays, ” Richards, A. S. Barnes 
and Company, New York. 


74 


4. ATHLETICS 

The athletic activities are competitive events and games which 
bring into use the “ big muscle ” groups in the natural move¬ 
ments of running, jumping, climbing, striking and throwing. 
The bodies of children are fitted for their practice and are de¬ 
pendent upon them for their orderly development. The vigorous 
use of these fundamental muscles has a profound influence on the 
growth and development of the vital organs, heart, lungs, and 
digestive system, resulting in improved health and increased vigor. 

Athletics, when properly supervised, afford the greatest oppor¬ 
tunity we have in the schools for developing the moral and social 
character traits so essential to good citizenship. In the game the 
pupils learn their own powers and the powers of others; their 
own rights and the rights of others and acquire the habit of 
choosing between right and wrong conduct in action and choos¬ 
ing the right because of its appeal. Unsocial acts are punished 
and honesty, team play, loyalty, courage, initiative, determination 
developed and intensified. 

The athletic events of track and field contests are performances 
which can be definitely measured by time, distance, height or 
number. The competition is between individuals or between an 
individual and a percentage scoring table with a graded scale 
based on previously determined minimum and maximum per¬ 
formances. 

Athletic games are those in which a group or team is organ¬ 
ized for competition with a similar group and which are played 
according to standard rules for the purpose of comparing group 
effort. 

Organization 

a. Organization by instructional periods 

b. For competition 'within the school 

c. For competition between the schools 

a. Organization by Instructional Periods. There are many 
elements or parts of games and athletic contests that may be 
used as formal exercises for class work and which at the same 
time combine the values of recreation and exercise with coaching 
and practice. Athletics used in this way can be organized any¬ 
where, by selection and organization of activities to meet the condi¬ 
tions of space, equipment, numbers, time, etc. The emphasis 
should be placed on practice and the opportunity for improve¬ 
ment. Competition should not be a factor during an instruc¬ 
tional period or the timid and poor performers will quickly 
lose interest unless the teacher can explain and the pupils under¬ 
stand that it is competition within themselves to improve their 
past performance or to overcome a habit or poor form in execu¬ 
tion. This method is particularly valuable to the athletic coach or 
physical training teacher who has large groups to teach. 


The class may be in single file or in twos, fours or other number 
and from this formation the leading, one, two or four do the 
exercise assigned and return to the rear of the class and await 
their turn. Large classes should be divided into several groups 
to prevent the inactivity of standing in line. Boys and girls should 
be in different groups for the practice of athletic activities and 
if possible have use of the play field or gymnasium at different 
times. Bor a long period several events may be assigned, the 
time divided proportionately and the groups change places at 
definite intervals. Group organization may be easily managed by 
pupil leaders. 

A leader should be selected to instruct a group in some event 
or element of a game at which he is especially adept. See “ The 
Development of Pupil Leadership, ” p. 11. 

The teacher may devise many athletic exercises for formal class 
instruction. A few are offered here as suggestions: 

The standing start to the command, Ready, Go! 

The crouching start. See “ xlthletic Coaching ” p. 325. 
The flight of a hurdle 

The running high jump, running toward the bar from 
each side and from in front 
Shot put practice for form 

Standing broad jump, practice the spring and arm 
swing 

Running broad jump. Try for height. Practice the 
run until the runner knows where to start for the 
right number of steps that will bring the foot 
onto the take-off board. 

Throwing baseball for accuracy to basemen or at a 
target 

Basket-ball goal shooting 
Basket-ball passing for accuracy 
Batting baseball 
Kicking football for distance 
Soccer goal kicking 
Yolley-ball serving 

b. Organization of Athletics within the School. The most 
desirable organization of athletics is that within the school 
and which emphasizes activity for all. It is important that an 
opportunity should be provided for each pupil to engage in 
interesting athletic competitions that not only give him healthful 
exercise but also enable him to contribute something toward the 
final score. Without some definite plan for placing boys and 
girls in groups where they may compete with others of equal age, 
weight, height or ability, athletic competition becomes sport for 
the few who are favored with natural athletic ability while the 
majority or the ones who most need the active play are eliminated 


76 


early from tlie contest. Interscholastic athletics should not be 
abandoned if well organized and accomplishing a purpose. 

Methods 

(1) Group Contest 

(2) Mass Athletics 

(3) Athletic Tests 

(1) The Group Contest. This is the organization recom¬ 
mended in this manual. Briefly, it is the division of an entire 
school, class or grade into two or more large groups which are 
further subdivided into teams for every sport. 

The organization is described in detail in Appendix G, p. 320. 

For adaptation see “Administration” p. 80. 

Some advantages of the Group Contest are: 

(a) The one organization includes all physical educa¬ 
tion activities in which there is an element of competition, that 
is, individual and team athletics, games, gymnastic drills, folk 
dancing, health contests, etc., and the one organization can be 
made permanent throughout each school year. Once established, 
it will become for the principal and teacher, not a problem of 
promotion but of leadership and guidance. Leadership is the 
essential factor and if properly directed can make of this plan a 
rational method for working out the idea of self-government, and 
developing the initiative of self-control of children in relation to 
activities in which they have a strong original interest. 

(b) It fulfills the object of intra-mural athletic organ¬ 
ization by broadening the scope of competitive play and bringing 
its advantages within reach of all the pupils instead of the more 
skilled minority who make the representative school or class teams. 

(c) It is not influenced by considerations of inter¬ 
scholastic contests and they are not excluded from a school by 
this plan. 

(d) It is adaptable to both the graded and ungraded 
school and to both sexes of all ages in grades above the third. 

(e) Every pupil in the school has a place on some team 
and the opportunity to contribute his share toward the score of 
his group. It trains the individual to become a useful member 
of society. 

(f) When properly organized and controlled its 
influence may be directed to the betterment of school discipline 
or morale and to the awakening of school spirit. 

(g) It furnishes exceptional opportunities for the train¬ 
ing of pupil leadership and instruction in the principles of civic 
government. 

(2) IVIass Athletics. In mass athletics the object is to 
obtain a team score which will represent the total effort of the 
entire group. Each individual effort is a contribution to the 


final score. This method places the individual events, runnings 
jumping, etc., on the same basis as team games. It is particularly 
adaptable to a group organization and is the method employed 
for scoring athletic events in the “ Group Contest ” plan described 
above. 

Method of Scoring 

(a) Running. The group is lined up back of the start¬ 
ing mark and the teacher with watch in hand takes his position 
at the finish line. The first boy takes his place on the starting 
mark, the teacher waits until the second hand of his watch points- 
to sixty, then instantly by a quick downward motion of the hand, 
signals the boy to start. The teacher immediately raises his hand 
and at the instant the runner crosses the finish line he gives the 
signal for the next boy to start. This is repeated until the whole 
group has run. The time elapsed during the running of the entire 
group is divided by the number of boys taking part, thus giving 
the group record. 

(b) Running broad jump. Each competitor has three 
jumps, his best jump or a total of the three jumps is taken as his 

* record. The sum of all the. records is divided by the number of 
competitors. The quotient obtained is the group record. 

(c) Standing broad jump. The team is lined up 
behind the starting line. The first jumper toes the mark and 
takes one or three jumps. A judge marks behind the heels at 
the end of the one or three jumps. The second boy or girl toes 
this mark and continues from there, and so on down the field 
until all have jumped. If several teams are competing the field 
should be marked into lanes, see p. 341. To facilitate measuring, 
a 25 yard and a 50 yard mark should be made previous to the meet 
and from these lines measure to where the last jump was marked. 

If the field is short or the event is held indoors, two parallel 
lines should be made at .a known distance apart and one at each 
end of the field or floor. The jumping continues as above until 
carried over the second line. The distance between the line and 
the heel mark of the last jump is recorded and later added to the 
total. The next jumper reverses the direction and starts from 
the line and so on back and forth until all have jumped. The 
team total will be the distance between the lines multiplied by the 
number of times the distance was covered plus the feet and inches 
recorded when a jump carried over. 

The team total is divided by the number of jumpers to get the 
average group record. 

(d) Standing and running high jump. The rules for 
high jumping should govern the contest, see p. 287. The best 
jump of each competitor is his record. The sum of the individual 
records divided by the number of competitors gives the group 
record. 


78 


(e) Chinning. See rules for chinning the bar, p. 2S9. 
The number of times he is able to bring his chin above the level 
of the bar is his record. The total of the individual records 
divided by the number in the group gives the group record. 

(f) Other events scored by this method are: 

The baseball throw for distance 
The baseball throw for accuracy 
Basket-ball throw 
Basket-ball goal throwing 
Shot put 

All-up and other relay races . 

Push ups 
Yolley-ball serving 
Running and catching 
Hop, step and jump 
Potato race 

(3) Athletic Tests. These are scoring schemes which 
have been devised to encourage athletic activity and to stimulate 
an interest for improvement of performance. In these tests the 
competition is between the pupil and certain standards ranging * 
from the minimum to the maximum performance previously 
determined to be what may be expected of certain groups classified 
by age, weight, or height. These tests are limited to individual 
athletics and to those events for which scoring tables have been 
arranged. 

(a) Athletic Badge Test (Boys and Guts). This is a 
test of development and physical efficiency determined by com¬ 
petition against standards which represent three levels of achieve¬ 
ment that every boy and girl should reach between 11 and 15 
years of age. 

For adaptation, see “ Administration ” p. 80. 

For rules and events see Appendix C,- p. 300. 

(b) Athletic test based on height classification. 
{Boys). The pupils are arranged into groups according to height. 
This should be done at the beginning of the term and to prevent 
confusion no changes should be made until all are measured again 
for the next term or school year. The several events should be 
distributed throughout the school year and the intervening time 
devoted to practice for the event next on the schedule. The indi¬ 
vidual percentage is obtained from the tables. Competition 
between the several height groups or between corresponding groups 
in other schools, grades or rooms may be arranged. The group 
score is computed by dividing the sum of the individual per¬ 
centages by the number in the group to obtain -an average. To 
make the competition a real group effort no one should be excused 
because of a low score or any other reason except illness. The 
best athletes will then be encouraged to take an interest in coaching 


79 


the weaker. The poorest will he stimulated to improvement for 
the sake of the group or school. 

This method may be incorporated into the “ Group Contest ” 
organization. Each member of a group is measured for height 
and his ability determined by percentage from the tables. The 
group score is obtained as explained above. 

No percentage* tables have been devised for the girls. The 
height classification may be used as a basis for arranging girls 
into groups for competition on the mass athletic plan. 

Classification for fairness, see p. 81. 

For adaptation, see “ Administration, ” p. 80. 

For rules and tables, see p. 306. 

(c) Athletic test based on weight classification. 
(Boys.) Grouping by weight is less satisfactory. The organiza¬ 
tion is the same as for the height classification. 

For rules and tables, see p. 314. 

Classification for fairness, see p. 81. 

(d) Athletic test for girls based on grade classifica¬ 
tion. 

Lower elementary division, Grades 4, 5, 6 
Upper elementary division, Grades 7, 8 

The events used in this test are especially adapted to girls. It 
may be incorporated into a “ Group Contest ” plan or the athletics 
based on the test alone. 

The group score is obtained by dividing the sum of individual 
records by the number of competitors. 

For rules and tables see Appendix F, p. 317. 

c. Organization of Athletics between Schools 

(1) By representative teams 

Interscholastic athletics by representative school teams, when 
properly supervised and governed by rules of an approved organ¬ 
ization, have a place in the physical education program but they 
should no longer form the whole program and be conducted to the 
exclusion of the majority of pupils who are more in need of this 
valuable training than the skilled athletes who make up the teams. 

See “ Control ” p. 81. 

(2) By the whole school. In communities where there 
are several small schools within easy traveling distance or where 
several towrns are closely grouped, there is an opportunity for 
organized interscholastic play that will be interesting and bene¬ 
ficial for the pupils and productive of a civic pride and play 
spirit in the community. 

See “ Administration ” p. 80. 

(3) The ungraded school. Often the schools are too 
small for an intra-mural organization and must depend upon 
contests with neighboring schools for competition in play. Where 


6 


80 


this condition exists the teachers should cooperate to organize 
a definite plan. 

See “Administration ” below. 

A dministration 

a. METHODS ADAPTED TO SCHOOLS 

(1) Graded Elementary School 

(a) Interscholastic Athletic League. Games by repre¬ 

sentative teams. Recommended for hoys only. 

(b) Interscholastic competition by the whole school. 

Mass Athletics, see p. 76. 

Athletic Tests, see p. 78. A comparison of 
school averages. 

Field Days. 

(c) Intra-mural competition 

Group Contest, see p. 76. 

Athletic Tests, see p. 78. 

Inter-grade by use of athletic tests 

(d) Athletic practice by instructional periods 

(2) Ungraded School 

(a) Interscholastic competition 

“ Group Contest” (p. 76). Where a group of ungraded schools 
are within easy traveling distance they may meet once a month 
for a game and athletic tournament and the contest be permanent 
throughout the year with the score carried on from month to 
month and terminating in a mass field day in the spring. Schools 
of unequal numbers should use the mass athletic plan and athletic 
test scoring tables to equalize the competition in the athletic 
events. 

If distance or other circumstances makes it impracticable for 
schools to meet for team games, each school may conduct events 
on its own grounds using the mass athletic plan (p. 76) or 
athletic tests (p. 78) for scoring, and compare group scores by 
mail or telephone. The group score is the sum of the individual 
records divided by the number of competitors. 

Mass athletics as described in “ Group Contest ” above. 

Athletic tests as described in “ Group Contest ” above. 

Field Days. 

(b) Intra-mural competition 

“Group Contest” (p. 76). In most rural schools there will 
not he a sufficient number of pupils after the division into the 
two groups is completed for the formation of teams, therefore, 
competition between the groups must be in the athletic events. 
A schedule is arranged providing for one athletic event a month 
and the intervening time is devoted to practice. The scoring is 
by the mass athletic plan (p 76) or athletic test tables (p. 78). 

Athletic Badge Test. Boys p. 300. Girls p. 301. 


81 


Athletic Tests. Boys p. 78. Girls p. 79. These may be 
used for competition within the school and as an incentive for 
individual improvement. These tests are only recommended 
where the “ Group Contest ” or “ Mass Athletic ” plan cannot he 
used because of insufficient numbers. 

Athletic practice by instructional periods. 

(3) Intra-grade competition 

“ Group Contest” is most desirable, p. 76. 

Athletic Badge Test. Boys p. 300. Girls p. 301. 

Athletic Tests see p. 78. 

(4) Intra-room competition 

“ Group Contests ” p. 76. 

Athletic Badge Test p. 300. 

Athletic Tests p. 78. 

(5) Inter-grade competition 

Athletic Tests p. 78. 

b. CONTROL 

(1) Athletics in the small school should be directly con¬ 
trolled by the teachers with the assistance of pupil leaders who 
may well be the team captains. 

(2) In the larger schools the principal or his authorized 
representative should personally direct all athletic contests. 
Athletics should never be controlled by pupil organization nor by 
coaches employed by the season without faculty supervision. If 
the coach is a member of the faculty and employed on full time 
to direct all athletic activities within the school he may be the 
logical man to represent the principal. Schools having a teacher 
of physical education should place the administration of athletics 
in his charge. 

(3) Interscholastic athletics should be controlled by 
league or conference organization having a constitution which 
provides for a governing body of principals. 

c. classification foe fairness. Classification schemes repre¬ 
sent an attempt to grade pupils into groups according to some 
previously adopted standard. This is necessary in order to insure 
competition in which all have an equal chance, and to prevent the 
harm which might result from allowing the younger or least 
developed to compete against the older and stronger in events 
requiring greater strength and effort. 

(1) Height* 


4' 

to 

4'3" 

5' 

to 

5'3 / 

4'3" 

to 

4'6" 

5'3" 

to 

5'6 

4'6" 

to 

4'9" 

5'6" 

to 

5'9 ; 

4'9" 

to 

5'’ 

5'9" 

to 

6' 


* Height classification by John N. Richards, Assistant Supervisor of Physical 
Education, Newark, N. J. 



82 


(2) Weight 

60 to 80 lbs. 

81 to 95 lbs. 

\ 96 to 110 lbs. 

* 111 to 125 lbs. 

Unlimited 

(3) Physiological Age 

The physiological growth of the child is found to be capable 
of division into fairly definite periods with relation to puberty. 
The play instinct and attitudes of mind are fairly constant within 
these periods and should form an ideal classification for the selec¬ 
tion of physical activities. These physiological periods are taken 
into consideration in the selection of games and events but for 
classification of competitors the routine necessary does not war¬ 
rant its immediate adoption at this time. 

(4) Chronological Age. Undesirable because many boys 
are physically much stronger and heavier than others. 

Under 9 years 
- 9 to 12 years 
12 to 16 years 

(5) Grades 

(a) Classification by grades can be used only to limit 
competition within a grade as in the Group Contest scheme where 
provision is made for the undersized and less skilled on the 2nd, 
3rd, and 4th teams, these teams to meet the corresponding team 
from the other group within that grade. Pupils of one grade 
should not compete against a lower grade. 

(b) Competition between grades is provided for in the 
“ Athletic Tests,” p. 78. The pupils are grouped according 
to some standard, height or weight, and are tested in several 
events by comparison of their performance with the percentage 
tables. The average of the group is found by dividing the sum of 
the individual percentages by the number in the group. The 
group records of the several grades may then be compared to 
determine the winner. 

d. list OF athletic events. The official rules and descrip¬ 
tion of athletic events are in the Appendix A, p. 284. 

(1) Elementary school boys 
Standing broad jump 
Running broad jump 
Standing high jump 
Running high jump 
Standing hop, step and jump 
Running hop, step and jump 
40-yard dash (4th and 5th grades) 


83 


50-yard dash (6th grade) 

60-yard dash (7th and 8th grades) 
Potato race 

Sib. shot put (8th grade) 

Baseball throw for accuracy 
Baseball throw for distance 
Basket-ball throw for distance 
Playground ball throw for distance 
Chinning the bar (Pull-ups) 

Pope climb 
Push ups 

Relay races (all kinds) 

Three-legged race 
Sack race 
Obstacle race 

(2) Elementary school girls 
20 to 40 yard dash 
All-up relay 
Running and catching 
Basket-ball goal throwing 
Basket-ball throw for distance 
Playground ball throw for distance 
Volley-ball serving 
Relay races (all kinds) 

Potato race 
Three-legged race 


e. list of athletic games. For official rules and description 


294. 

(1) Elementary school boys 

Baseball 

Soccer foot hall (modified) 
Volley ball 

Basket ball (modified) 
Playground ball 

(2) Elementary school girls 

Playground ball 
Volley ball 
Dodge ball 
Captain ball 


Dodge hall 
End ball 
Captain ball 
Ice hockey 
Quoits 

End ball 
Post ball 
Zig Zag ball 
Combination pass ball 


f. ADMINISTEATION OF TKACK AND FIELD MEETS 


(1) Definition 

( a ) Interscholastic 

(1) In which individuals compete directly against other 
individuals. They are members of the track teams representing 
their respective schools. The winning school is the one having 
the highest total of individual points. 


84 


(2) In which the whole teams compete against each other. 
Each team may be classified into weight or height groups for com¬ 
petition with similar groups of other teams or as in rural schools, 
two teams are organized, one including all the boys above the third 
grade, and one for the girls. This is the mass athletic plan, see 
p. 76. 

(b) Intra-mural. A meet open only to members of the 
school. Each pupil should be classified by -weight or height into 
competing groups. 


(2) Organization 

(a) Preliminary arrangements 

(1) Announcement stating occasion, management, time 
and place; eligibility requirements; classification of competitors; 
events; special rules; and statement of prizes offered. 

(2) Entries 

(3) Program. The entries received must be rearranged 
under events and into heats. The heats should be listed on typed 
copies prepared for the clerk of course, starter, judges, scorer and 
referee. 

(4) Order of events must be settled some time before the 

meet 

(5) Appointment of officials 

(6) Instruction of officials before the meet or by prelimi¬ 
nary letter with copy of rules and duties 

(7) Care of equipment and track. Some one person 
should be responsible for all preparation such as, condition of 
track, marking of lanes, start and finish lines, provision of sand, 
etc. 


(8) List of equipment 
High jump cross bars 
Take-off boards 
Stop watches 
Gun and blank cartridges 
Finish tape (cotton yarn 
is best) 

Rakes for smoothing sur¬ 
face of jumping pits 


(9) Prizes, banners, etc. 

(10) Medical examination 

(11) Certificate of parent’; 


Shovels 
Megaphones 
Score board 
Tables and chairs for 
scorers 

Pencils, papers, -weights, 
etc. 

Scales or height standard 
Rope for tug of war 
First aid kit 
Official badges 

: all contestants 
consent 


(b) Conduct of meet 

(1) Roll call of officials and appointment of substitutes 
if necessary 

(2) Events should be run in the order in which they 
appear on the program and as nearly as possible at the time stated. 


85 


(3) The official rules of the Amateur Athletic Union 
should be adopted. -See Appendix A, p. 284. 

(4) Duties of officials. See p. 284. 

(5) Caring for contestants 

(a) Information bureau 

(b) Signs 

(c) Checking clothes 

(d) Checking valuables 

(e) Lost and found office 

(6) Score board 

g. CONDUCT OF ATHLETIC ACTIVITIES 

(1) Study the methods of organizing athletics and how 
each may be adapted to local conditions 

(2) References 

Official rules of events p. 284. 

Duties of officials p. 284. 

Rules of athletic team games p. 294. 

Athletic equipment 

(3) Eligibility rules 

(a) For intra-mural athletics it is sufficient that pupils 
are passing in their studies and are satisfactory in deportment. 
Some schools add the provision that he or she must not have been 
absent for more than five consecutive days next preceding the 
time of competition. 

(b) The superintendent, principal, or teacher should re¬ 
serve the right to pass on any case where there has been an apparent 
attempt to defeat the spirit of fair competition between schools, 
grades, rooms, or individuals even though no existing rule has 
been openly broken. 

(c) Interscholastic eligibility rules should include the 
following provisions: 

Passing grades 
Deportment 

Signed certificate from principal 
Record of attendance previous to contest 
Certificate of parent’s consent 
Certificate of physical condition. 

(4) Physician’s certificate. In all athletic events and 
team games requiring a supreme effort and strenuous play it is 
advisable that all contestants secure and bring to the Board of 
Control, principal, or teacher a statement from the school physi¬ 
cian or other physician certifying to his physical fitness. 

(5) Parent’s consent. It is recommended that the 
parent’s consent be secured in writing for a boy or girl to partic¬ 
ipate in the strenuous team games of interscholastic athletics. 

(6) Weighing and measuring. It is well to classify 
pupils at the beginning of each term and have them remain in 
that classification for the whole term. 


86 


To weigh large numbers in a short time, set the scales 
at 5)5 and have the pupils lined up to step on and off the scales 
one after the other. All above 95 pounds form in one line, and 
those below in another. Then set the beam at 80 pounds and 
repeat with the lighter group. Next set the scale at 110 pounds 
and repeat the division. As each group is formed have an assist¬ 
ant take their names and other necessary information. 

If the weight is taken in street clothes, a definite 
amount should be allowed for the clothing, three to five pounds, 
for pupils weighing 100 pounds, and five to eight for pupils over 
100 pounds. 

(7) Observe pupils closely and refuse to allow any pupil 
to engage in any strenuous athletic contest who has undue short¬ 
ness of breath; or who turns pale when running; or who is suffer¬ 
ing from some injury; or who has recently recovered from illness; 
or who is evidently too weak or too immature to participate in the 
contest. 

h. control of athletic standards. By proper control and 
leadership, team games and athletic contests can be made a labora¬ 
tory of conduct where the ideals for which all education is striving 
may be established. From 14 to 20 is the critical period in which 
all the larger fundamental social character traits are formed and 
failure at this time to direct moral training by personal guidance 
and discipline may leave limitations for life. During this adoles¬ 
cent period the basal virtues are caught through the inspiring 
personality of the teacher more often than when they are 
taught through definite moral instruction in the classroom. 
“ Moral instruction shows what is right but moral action knits 
together the fibers which form character.” A coach who is 
dominated by the “ win at any cost ” idea may be the most potent 
factor in the community in destroying the moral ideals and the 
ethical standards of future leaders. 

“ Bad manners and violations of the rules of the game 
are apt to appear in contests and these tendencies may develop, 
according to the leadership given, into bad habits, or they may 
be brought under the control of a splendid spirit of sportsman¬ 
ship.” — Hetherington. 

FOUR RULES FOR A GOOD SPORTSMAN 

1. “ When you play a game always try and wish to win, other¬ 
wise your opponent will have no fun, but never wish to win so 
much that you cannot be happy without it. 

2. Seek to win only by fair and lawful means according to the 
rules of the game, and this will leave you without bitterness 
toward your opponent, or shame before others. 

3. . Take pleasure in the game even though you do not obtain 
the victory; for the purpose of the game is not merely to win, but 
to find joy and strength in trying. 


S7 


4. If you obtain the victory which you have so desired, think 
more of your good fortune than of your skill. This will make 
you grateful and ready to share with others the honor bestowed 
upon you, and truly this is both reasonable and profitable, for it 
is but little that any of us would win in this world were our 
fortunes not better than our deserts.”—Henry Yan Dyke. 

ATHLETIC COURTESY 

1. “It is impossible to play games without rules. They have 
been carefully thought out by experts with the idea of making 
the games interesting and fair and to prevent injury to players. 
These rules are to be regarded as mutual agreements, the spirit and 
letter of which no gentlemen would break. 

2. “Visiting teams are honored guests 'of the home team and 
should be accorded every courtesy by the home management. 

3. “ Ungentlemanly conduct on the part of players or spectators 
is not to be tolerated at any time. 

4. “ Decisions of officials are to be taken as final, the captain 
of the team being the only one who has the right to speak to the 
official, and then’ only when a decision is manifestly unfair. 
Officials are selected very carefully. Players must remember that 
they cannot play the game and referee at the same time. There¬ 
fore, abide by the official’s decision. 

5. “ Unfair tactics never should be used either by players or 
coaches to gain advantages. Play to win, but be fair and courteous 
at all times. 

6. “ Good playing on the part of opponents should be appre¬ 
ciated by players, coaches and spectators and suitable recognition 
be given. 

7. “ Athletics develop courage, honesty and self-control, qual¬ 
ities that should be in the make-up of every American boy. ” 

Deferences 

1. Playground Recreation Association of America, 315 Fourth 
Avenue, Hew York. 

2. “Group Athletics for Boys and Girls” Russell Sage Foun¬ 
dation, Hew York. 

3. “ Outdoor Athletic Test for Boys ” Brown, Association 
Press, Hew York. 

4. “ Hew Rational Athletics for Boys and Girls ” Reilly, D. 
C. Heath and Company, Hew York. 

5. “ Group Contests for the Playground and School ” 
Cromie, Macmillan Company, Hew York. 

6. Spalding’s Athletic Library, American Sports Publishing 
Company, Hew York. 

7. “Manual of Physical Training Games and Mass Com¬ 
petitions ” Keene, World Book Company, Yonkers-on-Hudson, 
Hew York. 

8. “ The School Program in Physical Education, ” Hethering- 
ton, World Book Company, Yonkers-on-Hudson, Hew York. 


8S 


5. STUNTS AND CONTESTS 

Stunts and contests are forms of play arising from the desire 
to test one’s ability. They are excellent exercises, easily organ¬ 
ized for competition, economical of space and equipment, and 
are adaptable to all age periods. When the incentive for com¬ 
petition is provided they will require, if frequently repeated, 
the development of coordination, balance, agility, suppleness, 
and such moral virtues as perseverence, courage, self-confidence 
and determination. 


Suggestions for Teachers 

1. The organization of stunts and contests will be successful 
if the incentive is one of rivalry. They may be organized as a 
part of the game program with a series of prescribed stunts for 
the year and a scoring system by points for comparison. One 
or two play periods a month may be designated as stunt periods. 

2. Stunts and contests are especially suitable as recreative 
activities for the stormy day recess when outdoor play is prohib¬ 
ited. 

3. Group organization of the class and pupil leadership will 
usually give the best results. The teacher should meet the leaders 
at regular intervals for special advanced instruction. 

4. Stunts on gymnasium and playground apparatus are attrac¬ 
tive to the upper grade pupil but require trained leadership and 
therefore should not be attempted by the regular teacher. When 
apparatus is used every precaution should be taken to safeguard 
the pupils. Apparatus should be inspected regularly and kept in 
perfect repair. Teach the proper use of each piece and do not 
tolerate its abuse. See p. 336. 

5. For description of stunts and contests see Appendix I, p. 328. 

References 

1. “ Health by Stunts, ” Pearl and Brown, Macmillan Com¬ 
pany, Hew York. 

2. “ Indoor and Outdoor Gymnastic Games, ” American Sports 
Publishing Company, Hew York. 


89 


6. WATER SPORTS 

a. Swimming and diving 

b. Rowing, canoeing, etc. 

Swimming is an excellent all round exercise and when habitually 
practiced it is of great value for organic development. It makes 
a special appeal after ten years of age but as a recreative exer¬ 
cise it can be used throughout life. 

Suggestions for Teachers 

1. Distances and stunts should be accurately adapted to age, 
sex and individual capacities. 

2. For the warm days of the spring months groups may be 
organized for the supervision of swimming where an instruc¬ 
tor and approved facilities are available. 

3. It is especially advised that the permission of the parents 
be secured. 

4. It is urged that every precaution be taken where the swim¬ 
ming class is held out of doors to safeguard the life and health 
of the children. The ability of the instructor should be carefully 
investigated beforehand and in every case he or she must be a 
responsible adult. The classes should be limited to small groups 
to facilitate instruction and guarantee safety. 

5. Credit in physical education may be given when swimming 
is conducted as above prescribed or when organized and promoted 
by the physical training department of schools having swimming 
pools. 

6. Scoring in the point system and details of management 
will be supplied schools having facilities for swimming. 

7. Wherever swimming is taught it is recommended that life¬ 
saving be made a part of the program. 


90 


/ 


7. WINTER ACTIVITIES 

Winter physical education activities are here interpreted to 
be outdoor games and athletics especially adapted for play on 
the ice and snow. These activities have great value as vigorous 
healthful exercise, and it should be required of every pupil that 
he participate in skating, snowshoeing, skiing, and coasting con¬ 
tests. The teacher should encourage these sports by organizing 
the pupils for winter sports or incorporating these contests into 
any athletic organization already existing for all the year com¬ 
petition. 

If the boys are set to work making a skating rink and a to¬ 
boggan slide they will be putting their energy into a good cause 
while getting considerable outdoor exercise. 

There are many possibilities for sport and competition on the 
ice and snow and with a little ingenuity the teacher can arrange 
a schedule of weekly contests and toward the end of the season 
organize a winter or snow and ice carnival analogous to the 
spring held day. 


91 


PART III 

LESSON OUTLINES BY GRADES 
Grade I 

1. Content 

Marching 
Story plays 
Mimetic play 
Singing games 
Folk dances 
Relief drills 
Active games 

2. Adaptation 

Recreation 

Promotion of growth by exercise of the large muscles 
Stimulation of breathing and circulation 
Rhythmical training 

3. Suggestions for Teachers 

Read and study Parts I and II with particular reference 
to the chapters devoted to the content of the course 
for this grade. 

Get large vigorous movements in the exercises. 

The plays are arranged to coincide with seasons and 
holidays. 

Dramatize any subject material used in the school work. 
Avoid formal commands. 

Do not expect accuracy or class rhythm. 

Do not teach a new play or game until the previous 
one has been mastered. 

Play out of doors whenever possible. 

Open windows wide and keep the class active. 

Game formation see p. 66. 


92 


Relief Drills Grade I 

The following relief exercises are extracts from story plays 
and are given here to illustrate how parts of these plays may be 
used for this purpose. In arranging the drills it is important 
to select a variety of exercises that require use of the arms, trunk 
and legs. Always complete the lesson with a breathing exercise. 

Do not use formal commands nor waste time with explanations 
and corrections. The aim should be for free vigorous movements 
taken in a spirit of play. In this type of exercise the effort 
and interest of the pupils is determined by the teacher’s method 
of presentation. 

1. Harvesting 

a. To mow the hay. Place the right foot slightly back¬ 
ward and turn trunk to the right; extend arms back¬ 
ward as if grasping a scythe. Without moving the 
feet swing the arms to the left side aild turn trunk 
toward the left. Swing back into starting position 
and repeat 10 times. 

b. To throw hay into wagon. Feet apart, stoop low and 
pretend to gather hay. Rise and immediately stretch 
both arms upward as if tossing hay upon the wagon. 
10 times. 

c. Blow hay-seed from clothes. Take deep breath and 
slowly blow through the mouth. Repeat 5 times. 

2. In the barn 

a. Climbing a ladder to haymow. Bend elbows at sides 
with forearms horizontal and hands closed. Stretch 
right arm upward and at the same time raise the right 
knee high in front. Lower the arm and leg and re¬ 
peat with the left. 

b. Pressing the hay. Run in place with alternate knee 
raising. 

c. Blowing the horn for dinner. Curve the fingers of 
both hands in front of mouth. Take a deep breath 
and exhale by a long whistle. 5 times. 

3. See-saw. Raise arms to the side horizontal. Keeping the 

chest high, bend the trunk alternately right and left, 
10 times. 

Jumping rope. Bend elbows and close hands as if 
holding a rope. Jump lightly and rhythmically as if 
turning and jumping a rope. Keep the trunk erect. 
Blowing of wind. Inhale - through the nose and 
gradually exhale by blowing through the mouth. 5 
times. 


93 


4. Going to the blacksmith 

a. Galloping. Run lightly in place, 16 counts. 

b. Shoeing the horse. Kneel on right knee. Place left 
hand on left knee and with a swing of right arm 
bring the right hand forcibly down on top of the left. 
4 times. Repeat on opposite side, 4 times. 

c. Blowing bellows. Bend elbows at sides with forearms 
extended obliquely outward and hands closed. Bring 
the hands together if blowing a bellows, and at the 
same time blow steadily with one long breath. Re¬ 
turn to starting position taking in a deep breath. Re¬ 
peat 5 times. 

5. A day at the circus 

a. Prancing horse. Alternate knee raising forward. 
Hold head up, 16 counts. 

b. Elephant. Bend the trunk forward downward, letting 
the arms hang loosely, 4 times. Bend to right and to 

# left 4 times. 

c. Blowing up the peanut bag. Pretend holding bag to 
mouth. Take a deep breath and exhale slowly and 
forcibly into hag. Strike the imaginary bag against 
the open hand. Repeat 5 times. 

6. A birthday party 

a. Running to car. Run lightly in place, 16 counts. 

b. Bobbing for apples. Place hands on hips and alter¬ 
nately lower and raise trunk forward downward. 8 
times. 

c. Pulling taffy. Bring the closed hands to chest with 
elbows raised sideward shoulder high. Stretch the 
arms sideward and return. 8 times. 

d. Blowing candles. Deep breathing. 

7. In the apple orchard 

a. Run lightly in place, 16 counts 

b. Looking up into tree. Bend the head backward, and 
raise the chest, 8 times. 

c. Picking up apples. Bend left elbow at side and hold 
the palm up to represent a basket. Keeping knees 
straight, bend forward at the hips and stretch right 
arm down. Raise trunk and bring right hand to the 
left. Repeat 8 times. 

Change sides and repeat 8 times. 

d. Blowing of wind. Deep breathing. 


94 


8. Chestnutting 

a. Throwing stones into trees. Stoop and pretend to pick 
up a stone with right hand. Rise and throw upward. 
Repeat 4 times. Left hand 4 times. 

b. Picking up nuts. Same as for apples, lesson 7. 

c. Walking through leaves. Alternate knee raising. 16 
counts. 

d. Deep breathing. 

9. The wind 

a. Bending of trees. Hands on shoulders. Trunk bend¬ 
ing forward downward with dropping of hands to 
toes. Return to position and hands on shoulders. 
Repeat 8 times. 

b. Turning of windmill. Starting toward the left, swing 
the right arm in a large circle. Repeat with the 
left arm, starting toward the right, 16 counts. 

c. Wind in a storm. Breathing exercise. 

10. Winter play 

a. Snowballing. Deep knee bending to pick up snow. 
Rise and press snow into a ball. Placing the right 
foot back, raise right arm to a position for throwing 
and throw with force. Repeat 4 times. Left arm 4 
times. 

b. Warming up. Jump feet apart and spread arms side¬ 
ward. Jump feet together and swing arms across 
chest into an embrace. Repeat 8 times. 

c. Blowing on hands. Breathing exercise. 

11. Snow man 

a. Walking through snow. Alternate knee raising. 

b. To make snow man, roll balls of snow. Stoop down, 
gather snow and roll to front of room. Run back 
and repeat. 

c. Throwing snow balls at snow man, see lesson 10. 

d. Breathing deeply and blowing hands when fingers are 
cold. 

12. Toy play 

a. Beating drum. Walking in place by alternate knee 
raising. Left hand on hip. Carry right arm high 
over shoulder and bring down as if beating a drum. 
Repeat in rhythm, 16 counts. Change to left hand, 16 
counts. 


95 


b. Jack-in-the-box. Place hands on hips and bend knees. 
Spring up, jump feet apart and spread arms outward 
half way between the horizontal and vertical. Return 
to first position by a jump. Repeat 8 times. 

c. Breathing exercise. Blowing horn, lesson 2. 

13. In the saw-mill. 

a. Chopping wood. Peet apart. Swing both hands over 
right shoulder and twist body to right. Swing arms 
down between ^ie legs and up over left shoulder. Re¬ 
peat in rhythm, 16 counts. 

b. Sawing wood. Alternate aisles face toward each other. 
Place left foot forward. Reach left arm well forward, 
bend right arm and hold close to the body. Pupils 
in odd rows sway body forward, bending left knee, 
and thrust arms forward as if pushing the saw. Pupils 
in even rows sway backward onto right leg and forcibly 
bring bent arms close to sides. In rhythm repeat the 
movement alternately between the rows. 

c. Steam engine. Bend the elbows far back at the sides 
with the hands closed and the forearms horizontal and 
take a deep breath. Extend the arms forward and ex¬ 
hale on the sound of “ ch.” Repeat 5 times. 

14. Soldiers 

a. Hoisting the flag. Reach up and pull rope, hand over 
hand. 

b. Stand at attention and salute the flag. 

c. Target shooting. Step back on right foot and raise 
hands to right shoulder. Kneel on right knee and aim 
gun by extending left arm forward and keeping right 
hand at shoulder. Rise to position and repeat several 
times. 

d. The bugle call. Same as blowing horn, lesson 2. 

15. Baseball play 

a. Teacher makes motion of throwing. Class spring up 
and clap hands high over head as if catching. Repeat 
reaching to right side, to left side, and stooping to 
catch a low throw. 

b. Pupils throw. Step back on right foot and hold right 
hand back and over shoulder, left arm extended for¬ 
ward. Make motion of throwing and use body bending 
in the exercise. Repeat 4 times. Use left hand 4 
times. 

c. Breathing exercise. Raise arms in wide circle to verti¬ 
cal position overhead and inhale. Lower arms and 
exhale. Repeat 5 times. 


7 


96 


Marching Grade I 

Marching in the schoolroom is necessarily limited but it has a 
place in teaching the pupils to walk with a brisk; light and elastic 
step, which of itself is conducive to good carriage and proper 
poise, and to overcome the shuffling gait with drooping shoulders 
and head, so easily acquired as a habit. It is important also that 
pupils be trained to march as a body that they may be easily and 
quickly moved from a building in case of an emergency. 

The teaching of marching to first grade pupils must be con¬ 
fined to walking, skipping, and simple variations with an attempt 
to secure a uniform rhythm later as the execution improves. The 
military manner and tone in giving commands should be avoided; 
instead, teach marching in the manner of play and pretend that 
the commands are rules of the game. 

A few minutes two or three times a week should be devoted to 
marching and occasionally it may he used in place of a relief 
drill for which it is an excellent substitute. 

In the following list of marching exercises an attempt has 
been made to arrange a progressive sequence: 

Sit erect! p. 46. 

Class-Stand! p. 33. 

Face the back of the room! Face front! 

Mark time-March! Keeping step is not 

essential. Teach rhythm by counting “ one,” 
“ two, ” etc., clapping hands and with jingles p. 98. 

Class-Halt! Do not expect halting in rhythm 

until second half of the year. 

Mark time and clap hands on every step. 

Mark time and clap hands twice after command to 
halt. 

Mark time and accent step of left foot.* 

Mark time and clap hands with step of left foot. 

Point toward the left (right) and say “ left ” 
(“ right ”) when the left (right) foot marks time. 

Mark time and raise left (right) hand to point left 
(right) each time the left (right) foot steps. 

Mark time and turn to the left (right). Turn one- 

quarter turn left (right) on the command- 

Turn! 

Mark time on tip toes. 

Mark time on toes with hand clapping. 

Mark time raising knees high in front, with and 
without hand clapping. 


• A No I? : - T, he teacher may have to improvise methods for teaching left and 
right. The following are examples: Point toward the windows on this side. Look 
toward the windows, map, or other object on this side of room. Your desk is to 
the left. 








97 


Mark time with hand clapping alternating in front 
of thighs and behind hack. 

Mark time with hand clapping over head. 

Mark time and raise arms sideward with step on 
left foot, lower on right. 

Serpentine marching. Odd rows face back of room. 
Number one row marches forward and across front 
of room; number two row marches toward the 
rear and turns front in first aisle; number three 
turns toward rear in second aisle, etc., across the 
room. Each row following the preceding one. 
Number one row marches toward rear along 
opposite wall and turns forward in the last aisle. 

Marching around one row of desks. Odd rows face 
back of room. Two contiguous rows marching 
around one row of desks. 

Eorward march from stand on command. Do not 
attempt uniform starting with left foot. It is 
sufficient to teach starting and halting to command. 

Eorward march from marking time. 

Marching on toes. 

Marching with accented left (right) step. Avoid the 
accented step in ordinary marching. Allow its 
use only when commanded. 

Marching with hand clapping in all positions used 
above. 

Marching and raising feet high in front. This will 
be almost a straight leg movement. 

Marching and raising knees high in front. 

Marching with arms in various gymnastic positions; 
hands on hips, on neck, on shoulders, on head; 
arms raised sideward or at upward or forward 
bend positions. 

Skipping around desks with left (right) foot for¬ 
ward. 

Note: Use correction cues frequently, p. 58. 

MARCHING GAME 

1. Soldier hats. Place hands on heads with fingers extending 
upward to a point in form of a pointed cap. Emphasize the 
correct carriage of the head and shoulders. Elbows should be 
carried well back. 

2. Drums. Beat an imaginary drum using both hands. This 
will be helpful to pupils with faulty rhythm. They may he 
allowed to imitate the drumming sound if it is not disturbing 
to other classes. 

3. Bugles. Hold the hands to the mouth as if holding a bugle. 
Carry the elbows high and point the bugles toward the ceiling. 


98 


4. Waving flags. Wave an imaginary flag high over head. 
Alternate right and left hands. The waving may be used to 
assist in keeping rhythm. 

5. Trotting horses. When the class has learned to march 
lightly try the double quick rhythm and skipping. 

6. High stepping horses. Raise knees high in front and set a 
slow rhythm with “ up, up, up,” etc. 

7. Panting horses. Face windows for breathing exercise. 

MARCHING JINGLES 

The following are suggestions for teaching rhythm. The teacher 
may find many others in “ Mother Goose ” rhymes, etc.: 

One, two, button my shoe, 

Three, four, shut the door, 

Five, six, pick up sticks, 

Seven, eight, lay them straight, 

Nine, ten, a fat hen. 

March, march, march, march, 

Two by two, two by two, 

My little sister, lost her shoe. 

March, march, march, march, 

One by one, one by one, 

Soldiers marching with a gun. 

Story Plays Grade I 

PICKING APPLES 

1. Wind blowing trees. Breathing exercise. 

2. Pick up basket and run to orchard. One row at a time 

a$mnd the room. 

3. Reach up and pick apples from lower branches. First one 

arm and then other reaching high. Stand on toes. 

4. Shake tree to make others fall. Both arms high. Bend and 

straighten knees, raise and lower arms. 

5. Stoop down to put apples in basket. 

6. Look up in tree to see if there are more apples. Teacher 

points up saying, “ Oh! there is one; there are some 
more,” etc. Shake tree again and pick up more apples. 

7. -Carry baskets into the house on head. Arms circled over 

head. One row at a time around room. 

8. Pick out a rosy apple and smell it. Breathing. 

CUTTING GRASS 

1. Wind blowing the grass. Breathing exercise. Make sound 

of “ wh ” on exhalation. 

2. Grass waving in the wind. Arms raised high overhead, 

close to ears. Swing trunk from side to side, keeping 
hands close. Feet should not be moved. 


99 


3. Run to get lawn mower. Make a circle. 

4. Running lawn mower. Walk around pushing lawn mower 

with both hands, making the sound “ Br-r-r ” to imitate 
lawn mower. Circle moving to left. 

5. Raking the grass. Race front and to each side and rake 

with long strokes. 

6. Gather up big armfuls and put in wheelbarrow (5 or 6 

times). 

7. Run with wheelbarrow (back to seats). Girls- Run! 

Boys- Run! 

8. Empty wheelbarrow by taking out big armfuls and throw¬ 

ing on pile. 

9. Out of breath. Breathing. 

FARMER 

1. Looking up to see if weather is pleasant. 

2. Wind blows clouds away. Breathing exercise. 

3. Reach up for pitchfork and run to field. Make a circle. 

4. Mowing. Trunk twisting, arm flinging. Carry the arms to 

right side, and turn the trunk towards the right. Then 
make a strong sweeping movement of the arms towards 
the left side (laying the hay in swaths). Repeat. 

5. Making hay. Bending and stretching. Take fork in two 

hands, pretending to shake the hay. 

6. Pitching hay. Trunk bending forward and heel raising. 

Stoop forward, taking a fork full of hay, and pitch 
onto wagon; raise arms overhead as high as possible, 
and then stand on toes, to get hay on the wagon that 
is nearly loaded. 

7. Run with horses to barn. Back to seats. 

8. Pumping water. Knee bending. To represent pumping 

w r ater, alternately bend and stretch the knees and arms. 

9. Water flowing. Deep breathing. To imitate water flowing 

into tank take a deep breath and blow out forcibly 
through the mouth, making a hissing noise. 

PILGRIMS BUILDING LOG CABINS 

1. Wind blowing through the trees. Breathing exercise. 

2. Chopping down the trees. Left foot forward, swing axe 

over the right shoulder then downward toward the left. 

3. Dragging the logs. One row at a time around the room 

and back to place. 

4. Sawing the logs. Left foot forward, push arms forward 

and back, hands touching as if grasping saw. 

5. Making wooden pegs. Reach up and cut a small branch 

off a tree. Whittle pegs with a knife. 

6. Build the house. Lift the logs up and hammer in the pegs. 




100 


7. Climb up to roof to make tbe chimney. Arms and knee 

raising as if climbing a ladder. Stoop to pick up 
stones, stand to put it in place. 

8. Wind blowing up the chimney. Breathing exercise. 

THANKSGIVING GAME 

1. Run to the woods. One row at a time around room and 

back to place. 

2. Shoot turkeys. Turkeys stand on one leg (first right, then 

left) (arm raising), and fly (knee bending) when shot 
at. Half the class may be turkeys and half gunners. 
Reverse the order. 

3. Carry turkey home. High stepping so as not to fall over 

logs. Serpentine marching. 

4. Hang turkey up and pick feathers, stand on tip toe to reach. 

5. Roll pie crust, stoop to put pie in oven. 

6. Set the table for dinner. Shake the cloth before placing 

on table. Reach in cupboard for dishes, glasses, etc. 

7. Run out to play while dinner is cooking. Make a circle. 

8. Throw leaves overhead. Stoop, gathering leaves. Stand 

and throw leaves over head. Repeat several times. 

9. Run back to house. Back to seats, Girls— Run! Boys — 

Run! 

10. Smell dinner cooking. Breathing exercise. Say “ Ah ” on 
exhalation. 

DEAR OLD SANTA 

1. Santa making toys. Children seated at desks go through 

motions of hammering by striking one closed fist against 
the other, or pasting by swinging the right arm from 
side to side. Sewing by holding material in left hand 
and pulling right hand high as if sewing with long 
thread. 

2. Toys all finished. Santa stretches and stands. 

3. Packing the toys. Stoops to gather toys, stands to place toys 

in the pack. Gather toys from the front, right and 
left. 

4. Santa runs to the barn for his reindeer. One row at a time 

around the room and back to place. 

5. Reindeer prance and shake their heads. Place backs of 

hands on heads with fingers spread like antlers. Shake 
heads and dance from one foot to the other. 

6. Put the pack into the sleigh. Bending to gather the pack, 

slowly rise as if the pack were heavy; stretch hands 
over head standing on tiptoe give a little jump as if 
pushing the pack into the sleigh. 

7. Santa rides away. One row at a time around the room 

and back to place. 

8. The wind helps to blow Santa along. Breathing exercise. 


101 


FIREMAN 

1. Firemen asleep. Heads on desks, faces toward windows. 

Deep breathing like sleepers. 

2. Gong! Gong! The firebell goes! Pupils jump out of seats 

and make motions of dressing quickly. 

3. Slide down the pole. Stooping and standing several times 

to imitate many firemen sliding down. 

4. Drive to the fire. One row at a time running around room 

and back to place. 

5. Unwind the hose. Hands clasped together describing large 

circle in front. 

6. Playing hose. The teacher points to a corner and says 

“ There is the blaze.” The children put hands together 
as if grasping hose and work arms up and down throw¬ 
ing the stream of water. Make a soft hissing sound. 
As teacher points to different places saying “ There is 
smoke, ” or “ There is another blaze ” the children 
play the hose on it. Have some of the blazes in the 
ceiling. 

7. Put up the ladder. Both hands pushing up. 

8. Climb the ladder. Alternate raising arms and knees. 

9. Wrap clothing and valuables in a sheet and throw them out 

of the window. 

10. Climb down ladder. Same as climbing up. See 8. 

11. Wind up the hose. Same as unwinding. See 5. 

12. Drive home. Same as driving to fire. See 4’ 

13. Blow smoke out of lungs. Breathing exercise. 

14. Back to bed. Class sit. 

WASHING CLOTHES 

1. Look up to see if day will be pleasant. Heads thrown back. 

2. Wind blows clouds away. Breathing exercise. 

3. Carry clothes basket to the tub. Keep elbows high. One 

row at a time around room. 

4. Set basket down to the left. Take large armfuls of clothes 

out of basket at the left and drop them into tub at 
the right. 

5. Turn the washing machine from side to side. (Feet apart.) 

Variation may be had by letting the children rub the 
clothes on a board (bending forward from hips). 

6. Turn the wringer. Arms describing large circle. 

7. Carry clothes basket to drying yard. Keep elbows high. 

One row at a time around room. 

8. Hang clothes on the line. Stoop to take clothes from basket 

and shake garment, stretch on tip toes to pin clothes 
to line. 

9. Bun into house, carrying basket. One row at a time around 

room, or serpentine marching. 

Suggestion: The children take an interest in naming the gar¬ 
ments they are to hang on the line. 


102 


1 . 

2 . 

3. 

4. 

5. 

6 . 


7. 


8 . 

9. 

10 . 

1 . 

2 . 

3. 

4. 

5. 

6 . 

7. 

8 . 

9. 

10 . 

11 . 


THE SNOW STORM 

Snow flakes asleep. Pupils bow heads on desks. 

Snow fairy wakes snow flakes. Let a pupil be chosen to 
run around the room and touch each boy and girl who 
then stands and stretches as 3 waking up. 

Wind blows clouds. Breathing exercise. 

Snow flakes join hands to make a snow cloud. This is done 
by forming a circle. 

Snow flakes flutter down to earth. Raise arms over the 
head and lower them at sides with fluttering motion. 
Bend and straighten knees at same time. Up! Down! 
Stop! 

Wind blows snow flakes. Breathe! Run! Stop! Each time 
the pupils blow they run a few steps forward. They 
may return to their seats in this way. 

Wade through snow. With hands on hips walk in the aisle 
lifting knees high. 

Throw snow over heads. Place feet apart. Bend far for¬ 
ward to scoop up snow. Throw it high over heads. 
Throw snowballs. Stoop to gather snow, shape the snowball 
and throw at some spot in the room using first right 
arm then left. Stoop! Throw! 

Blow on fingers to warm them. Breathe—In! Blow! 
Again, Breathe-In! Blow! 

SKATING 

Wind blowing to freeze lake. Breathing exercise. Make 
“ sh ” sound on exhalation. 

Take skates off a high hook. Stand on tip toes to do this. 

Reach with right arm and then left. 

Run' to skating pond and form a circle. Emphasize free 
motion of arms. 

Kneel to put on skates. First on right knee then on left. 

Down! Up! 

Skating. Circle moves to left. Slide diagonally forward 
right and diagonally forward left. Emphasize long 
steps and not scuffling. 

Getting warm. Fling arms across front of body. Fling 
arms to the back and clap the hands. Ready- 

Go! Stop! 

Helping ice men. Stoop- Down! Slowly lift large 

cake of ice upon sled. Up! Again- Down! Up! 

Warming toes. Hop lightly from one foot to the other as 
running in place. 

Take off skates. Same as 4. 

Run home. Same as 3 and 2. To seats. Girls-- Run! 

Boys- Run! 

Blowing on fingers to warm them. Breathing exercise. 








103 


BETSY BOSS MAKING THE FLAG 

1. Tearing cloth, for the stripes. Hands meeting in front. 

Arms flung to the sides as if tearing strips. Do this 
seven times for the red stripes and six for the white. 

2. The stars. Jump with feet apart and arms swung upward 

to represent a five pointed star, the head being the 
fifth point. Do this thirteen times for each star in 
the first flag. 

3. Sewing the flag. Hold material in left hand and sew with 

right hand throwing arm high as if sewing with long 
thread. 

4. Waving the flag. Running around the room waving first 

right arm and then the left. One row at a time. 

5. Wind blowing flag. Breathing exercise. 

Suggestion: The children will soon learn to perform 1 seven 
times when the teacher says tear red stripes, and also six for the 
white. It is helpful if the children count aloud. 

THE WIND 

1. Wind whistles. Breathing exercise. Let children make 

sound of “ sh ” on exhalation. 

2. Running against the wind. Run around room one row at 

a time and back to place. Chests and heads high, 
arms back. 

3. Wind blows the blossoms. Lift arms high and move fingers 

to imitate fluttering blossoms. 

4. Wind blows the branches. “ How the wind is blowing 

harder, the branches sway.” Arms swing from side to 
side, trunk bending. “Faster and faster, now slower, 

the wind isn’t blowing so hard, and- Stop!” 

Position! 

5. The weather vane. Raise arms at sides to shoulder level. 

“ How the wind blows this way.” Twist trunk to right. 
“ How the wind blows this way.” Twist trunk to left. 
“ How this way, now this way,” etc. Feet should not 
be moved. 

6. The windmill. Swing right arm making as large a circle as 

possible. Swing left. Swing both. 

7. Wind blowing waves on the water. Rocking from side to 

side. Feet apart. Bend right knee and swing both 
arms to right side as high as head. Repeat to left swing¬ 
ing arms low in front and high at sides. 

8. The wind blows hats off. Run around room and back to 

place one row at a time. 

9. Wind dying down. Breathing exercise. Make sound of 

letter “ h ” on exhalation. 



104 


Singing Games Grade I 

For organization and leadership see p. 69. 

ROUND WE GO 




Formation: Single circle facing the center and all working to¬ 
gether. 

1 Found we go, round we go, 

One big circle moving so, 

Round we go, round we go, 

One big circle moving so. 

2. In we go, in we go, etc. 

3. Out we go, out we go, etc. 

4. Up we go, up we goy etc. 

5. Down we go, down we go, etc. 

6. Stretching so, stretching so, etc. 

7. Clapping so, clapping so, etc. 

8. On our toes, on our toes, etc. 

9. Skipping so, skipping so, etc. 

Explanation: The game consists of following out the activities 
suggested by the words of the song. Other activities can be in¬ 
troduced, also many gymnastic positions, always suiting the 
rhythm to the careful execution of the activity. 


HERE WE GO ROUND THE MULBERRY BUSH 

Victor 17104 



Formation: Single circle 

1. Here we go round the mulberry bush, 

The mulberry bush, the mulberry bush, 
Here we go round the mulberry bush, 
So early in the morning. 















105 


2. This is the way we wash our clothes, 

We wash our clothes, we wash our clothes, 
This is the way we wash our clothes, 

So early Monday morning. 

(Arms moving up and down.) 


Repeat 1. 

3. This is the way we iron our clothes, etc., 

So early Tuesday morning. 

(Hands together, move from side to side.) 


Repeat 1. 

4. This is the way we scrub the floor, etc., 
So early Wednesday morning. 

(Stoop, swing arms as in scrubbing.) 


Repeat 1. 

5. This is the way we mend our clothes, etc., 

So early Thursday morning. 

(Pulling a long thread through with right hand as in 
sewing.) 


Repeat 1. 

6. This is the way we sweep the floor, etc., 

So early Friday morning. 

(Hands together, swing down by left side, then right 
side in time with music.) 


Repeat 1. 

7. Thus we play when our work is done, etc., 
So early Saturday morning. 

(Skipping.) 


Repeat 1. 

8. This is the way we go to church, etc., 

So early Sunday morning. 

(Slowly walking.) 

Explanation: All join hands and skip to the left swinging the 
arms in and out in time to the music. In second and following 
stanzas the players go through the movements indicated by the 
lines. At, “ so early in the morning,” the players release hands 
and turn rapidly about in their own places. The exercises should 
be vigorous. 


106 


KITTY WHITE * 



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Formation: Single circle 

Kitty White so' slyly comes, 

To catch the Mousie Gray; 

But mousie hears her softly creep, 

And quickly runs away. 

Bun, run, run, little mouse, 

Bun all around the house, 

For Kitty White is coming near, 

And she will catch the mouse, I fear. 

Explanation: One player is a mouse and stands in the center;: 
another, Kitty White, stands outside the circle. The other players 
join hands in a ring and move around while singing the first 
four lines. Kitty White creeps around outside the circle. When the 
fourth line is reached, the circle drops hands while the mouse 
runs out and in through the circle, chased by Kitty White. For 
the last four lines, the players in the circle stand in place and 
clap their hands while singing “ run, run,” etc. 

When the mouse is caught both return to the circle and another 
mouse and kitty are chosen. 


* From “ Games for the Playground, Home, School and Gymnasium,” by 
Jessie H. Bancroft. Used by permission of the author and The Macmillan. 
Company, Publisher. 



















































107 


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Formation: Tlie players stand in single circle. 

Explanation: An odd player carrying a handkerchief runs 
around outside the players in the circle who move to the left 
singing. 

Itiskit, Itasket, 

A green and yellow basket; 

I wrote a letter to my love 
And on the way I dropped it. 

Some one of you has picked it up 
And put it in your pocket; 

It isn’t you — It isn’t you — 

He drops the handkerchief and says, “ It is you!” and runs on 
around the circle. The one behind whom the handkerchief was 
dropped picks it up and starts around the circle in the opposite 
direction, to see which shall first reach the vacant place. The 
one who is left out takes the handkerchief for the next round. 


* From “ Games for the Playground, Home, School and Gymnasium,” by 
Jessie H. Bancroft. Used by permission of the author and The Macmillan 
Company, Publisher. 































































108 


THE FARMER IN THE DELL 



Formation: Single circle. One pupil is chosen to be the 
“ farmer ” and stands in the center of the ring. 


(1) The farmer in the dell, 

The farmer in the dell, 

Heigh oh, for Rowley O! 

The farmer in the dell. 

The farmer takes a wife, etc. 
The wife takes the child, etc. 
The child takes the nurse, etc, 
The nurse takes the dog, etc. 
The dog takes the cat, etc. 

The cat takes the rat, etc. 

The rat takes the cheese, etc. 

(2) They have all gone in 
They have all gone in 
Heigh oh, for Rowley O! 

The farmer in the dell. 


(3) The cheese goes out, 

The cheese goes out, 
Heigh oh, for Rowley O! 
The cheese goes out. 

The rat goes out, 

The cat 
dog 
nurse 
child 
wife 
farmer 


(4) They have all gone out, 
They have all gone out, 
Heigh-oh, for Rowley O! 
They have all gone out. 






























109 


Explanation: (1) In the schoolroom the “Farmer” stands in 
the center aisle while the circle moves to the left. The “ Farmer ” 
should stand at the end of the center aisle. When he takes a 
“ Wife ” he takes one step toward the center of the room, and 
the wife stands at the end. Both join hands. When the “ Wife ” 
takes a “Child,” “Farmer” and “Wife” both move toward 
center one step and the “ Child ” stands at the end, all three 
joining hands, and so on as each is chosen. When the last is 
chosen the “Farmer” will be at the other end of the aisle from 
which he started. (2) When all are chosen, the players stand 
still and clapping hands sing 2. (3) The circle moves to the 
right each one going back into the circle as his turn comes. (4) 
When all are in circle again, the players stand and clapping 
hands sing 4. A new “ Farmer ” may be chosen and the game 
continued. 

Suggestion: The one who is choosing should stand at the end 
and choose a player passing him; he should not walk around the 
room for his choice as there is not space. Every boy should pick 
a girl and every girl should pick a boy so that neither get a 
monopoly of the play. 

SQUIRRELS IN A TREE 

Music: “ Mary Had a Little Lamb.” 

Formation: Single Circle. Count off by “ threes.” “ Ones ” 
and “twos” join hands facing each other (to represent the tree). 
“Threes” stand in the tree (to represent the squirrel). One 
player stands in center to be “ it.” 

Oh, do you see a house for me, 

House for me, house for me? 

Oh, do you see a house for me, 

Up in a hollow tree? 

Explanation: Children sing verse through. On the word 
“ tree ” the “ squirrels ” must leave their tree and go to another 
tree. The one who is “ it ” finds a tree and another player who 
is left out becomes “ it ” and the game continues. 

Suggestions. 

1. Caution players against leaving the tree until the word 
“ tree.” 

2. When the game has been repeated a few times let “ ones ” 
help make the tree and “ twos ” be the squirrel. Later let 
“ threes ” be the squirrel. 

3. Should there be any one left over, he may play by making 
a tree of three pupils. 


110 


Folk Dances Grade I 

For organization and leadership see p. 69. 

DANISH DANCE OF GREETING* 

Victor 17158 
Columbia A 3039 



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Formation: A large circle, partners side by side, facing in¬ 
ward. 

Welcome, welcome, you are welcome, 

Come and join us in our play; 

Welcome, welcome, you are welcome, 

Come and join us in our play. 

Happy we’ll be today, 

While we all sing and play; 

Happy we’ll be today, 

While we all sing and play. 

1. Clap bands twice, face partner, bow. Repeat, but bow to 
neighbor on the other side. 

2. Stamp twice and turn completely around with three run¬ 
ning steps. Repeat from the beginning. 

. 3. Grasp bands, shoulder high, and run sideways to the left 
sixteen counts, then right sixteen counts while the music is re¬ 
peated. 


* From “ Folk Dances and Singing Games,” Burchenal. By courtesy of 
G. Schirmer, Inc., New York. 












































Ill 


THE CHIMES OF DUNKIRK* 


Victor 17327 
Columbia A 3061 




Formation: Single circle. Partners face each other, hands 
on hips. 

Measures 1-2. Stamp three times, — right, left, right. 

Measures 3-4. Clap three times. 

Measures 5-8. Join right hands with partner and turn around 
in place with eight running steps, starting with left foot. 

Measures 9-16. Sixteen running steps. All join hands and 
run in circle to left. Repeat from beginning. 


* From Crampton’s “ Folk Dance Book ” Copyright 1909 by A. S. Barnes & 
Company. 


8 


















































































112 


CARROUSEL* 


Victor 17086 
Columbia A3036 



Formation: This dance represents tbe merry-go-round or fly¬ 
ing horses. The dancers form in a double circle, standing in 
couples, both facing toward center of circle. The front ones of 
all couples join hands in a circle; the back ones place their hands 
on their partner’s shoulders. 

A. Pretty maiden, sweet and gay Carrousel is running; 

It will run till evening, little ones a nickle, big 

ones a dime, 

Hurry up, get a mate, or you’ll surely be too late. 

CHORUS 

B. Ha, ha, ha, happy are we, 

Anderson and Peterson and Lundstrom and me. 

Ha, ha, ha, happy are we, 

Anderson and Peterson and Lundstrom and me. 

A. During “A ” dancers move toward left with a slow walk¬ 
ing step and stamp on “Up,” “Mate,” “Surely,” “Late,” of the 
: ; 6t,h and 7th measures. 

B. Measures 8-11. Still moving to left, with time slightly ac¬ 
celerated, using sliding step, but in double time, that is, making 
four slides to each measure. 

Measures 8-11. Repeated. Repeat, sliding to right instead of 
left. 


* From Crampton-'Wollaston’s “ Song Play Book ” Copyright 1917 by A. S. 
Barnes & Company. 




























113 




Formation: Double circle. Partners face each other. 

Measures 1-2. With arms shoulder high and hands clenched, 
roll one arm over the other three times. Reverse and roll three 
times, “ Winding the thread.” 

Measure 3. Pull hands apart and jerk elbows backward twice. 
“ Pulling thread tight.” 

Measure 4. Clap hands three times. u Driving the peg. ” 

Measures 5-8. Repeat measures 1-4. 

Measures 9-16. Join inside hands, outside hands on hips. Skip 
around the ring (later use heel and toe polka, see p. 72). 

Repeat from beginning. 


* Prom Crampton’s “ Folk Dance Book ” Copyright 1909 by A. S. Barnes & 
Company. 


Schoolroom Games Grade I 

HAND OVER HEAD BEAN BAG* 

The players should all be seated, there being the same number 
in each row of seats. On each front desk a bean bag is laid. 
At a signal the player in each row lifts the bean bag over his 
head and drops it on the desk behind him, immediately clasping 
his hands on his own desk. The next player catches or picks up 
the bean bag from his desk and passes it backward in the same 
manner. It is thus passed quickly to the rear of the line. When 
the last pupil receives it he runs forward at once to the front of 
the line. As soon as he reaches the front desk the entire row of 
players move backward one seat and the player who ran forward 


* From “ Games for the Playground, Home, School and Gymnasium,” by 
Jessie H. Bancroft. Used by permission of the author a^nd The Macmillan 

Company, Publisher. 









































114 


takes the front seat, immediately passing the bag backward to the 
player behind him. The play thus continues until the original 
occupant of the front seat has again returned to it. Immediately 
he is seated he should hold the bean bag up with outstretched 
arm as a signal that his row is finished. The row wins whose 
leader first does this. 

Just play alternate rows at a time as the children have to 
change seats in one aisle and run in the other. 

Variations : Have pupils stand in aisles, the bean bag being 
passed to the outstretched hands of the pupil back of him. He 
in turn passes to pupil back of him till last one is reached, con¬ 
tinuing game as above. 

JACK BE NIMBLE 

A book set on end, a box, or some other object, about 6 or 8 
inches high, placed on the floor in the front of the room, may 
represent a candle. The players, in single file, run and jump 
over the candle, keeping the feet together, repeating the rhyme: 

“ Jack be nimble, Jack be quick, 

And Jack jump over the candlestick.” 

The player who knocks down the candle must replace same. 

Variations : 1. Place several kinds of candles in a row, or 

around the sides of the room. 2. Have each row run separately, 
those seated repeating the rhyme. 3. Support each end of a 
ruler or pointer on a stack of books, making a low hurdle. 

LEADER AND CLASS 

A leader is chosen for each group of eight or ten players, the 
players in a line and the leader 8 or 10 feet away at the side. 

A row in the schoolroom may he taken as a group, with a leader 
standing in front. The leader tosses the ball or bean bag to the 
players in turn, beginning at the head. Any player missing goes 
to the foot. If the leader misses he goes to the foot and the one 
at the head becomes leader. If the ball goes twice around and 
the leader does not miss, he goes in "the line just above those who 
have missed and the head player becomes leader. 

HIDE THE THIMBLE 

Formation: Pupils seated at desks. 

One player is sent from the room; one of those remaining hides 
a thimble, or some other small object. The absent player is then 
recalled and hunts for the thimble. While he is doing this the 
others sing or clap, the sound being soft when the hunter is far 
from the object and louder as he approaches it. 

BOOK RELAY 

Formation: Sitting or standing in rows. 

Have an equal number of players in each row. Place a book 
on the front desk in each row. At a signal to start the first child 


115 


in the row takes the book with both hands and passes it over his 
head to the child behind him. This continues till the last child 
receives it. The last child runs forward with it on right side of 
his row and places it on the rack at front of room; then returns 
to his seat by same path. Give each child a turn in the hack seat. 

GOOD MORNING 

Formation: A single circle (see p. 66). 

Explanation: One child is chosen to be “ it ” and stands out¬ 
side the circle. The circle moves to the left singing “ Round We 
Go.” (see p. 104.) The child who is “it” runs around the 
outside of the circle and taps another player on the back. The 
one who is “ it ” keeps on running but the child tapped must 
run the other way and when they meet on the opposite side of the 
circle they must shake hands three times, bow and say “ Good 
morning ” and then run in the same direction as each was running 
before. The one who is left out of the vacant space must be “ it ” 
for the new game. 

Suggestion: This game should not he taught till the children 
thoroughly understand the games of “ Skipping Tag ” and “ Circle 
Tag” as this is a progression of those games. 

BUTTERFLY 

Formation: Sitting at desks. 

Explanation: The children hide their heads in their arms 
folded on the desks, to represent the butterfly asleep in its chrysalis, 
where it can see nothing. Then one child representing “ Spring ” 
runs lightly around the room and touches one child on the 
shoulder. This means that “ Spring ” has awakened the “ butter¬ 
fly ” and the “ butterfly ” (the child just touched by “ Spring”) 
spreads his wings and flies after “ Spring ” and tries to catch her 
before “ Spring ” can get back to the desk just vacated by the 
“ butterfly, ” both children running all the way around the room. 
All children may wake up and watch the runners when they hear 
the children running. If “ Spring ” reaches the vacated seat with¬ 
out being tagged, then the “ butterfly ” must be “ Spring ” and 
wake up another “ butterfly,” but if the “ butterfly ” tags 
“ Spring ” then that child must he “ Spring ” again and waken 
another “ butterfly.” Each time the game is repeated the children 
all how their heads except those who have been awakened by 
“ Spring. ” As these children have run once it is best that they 
should not how their heads and thereby give the other children 
a chance to run. 

Suggestions: This game should he introduced at the spring 
of the year following a nature story about butterflies, or in the 
fall of the year when the butterflies are spinning their cocoons 
but should be avoided during cold weather as seat games do not 
give enough action to offset the possible danger of cold draughts 
caused by the open windows. This is a splendid game for training 


116 


the children to run lightly as they respond well to the suggestion 
that butterflies have wings and do not run with feet. 


CAT AND RAT 

(See “Outdoor Games” p. 118.) 


CIRCLE TAG 

Formation: A single circle. (See page 66.) 

Explanation: Pupils clasp hands. One child is chosen to be 
“ it ” arid stands outside the circle. The circle then moves to the 
left singing “Pound We Go” (see p. 104). When the circle 
is standing, the one who is “ it ” runs around the circle and tags 
a child who runs after “ it ” and tries to catch him before he can 
reach the place left in the circle by the child tagged. If he 
catches him the one who is “ it ” must try again but if he does 
not catch him before he gets back to place then the one who is 
tagged becomes “ it ” and the game continues. 

Suggestions: Let every girl tag a boy and every boy tag a 
girl, as this gives both an equal chance to play. Emphasize run¬ 
ning on toes, as children are likely to slip if the nails in the 
heels touch the floor. Protect the sharp corners. 

SQUIRREL AND NUT* 

Formation : Sitting at desks. 

Explanation: Players all seated but one, heads on desks and 
eyes covered, one hand open on desk with palm up. The odd 
player is a squirrel who is looking for a hiding place for his nut. 
He turns up and down the aisles and drops the nut into some 
player’s hand. This player then chases the squirrel. If the squirrel 
is caught before he can reach the seat of the one chasing, the one 
who caught him becomes squirrel; if the squirrel is not caught 
he may be squirrel again. 

Suggestions: A boy should always choose a girl and a girl 
should always choose a boy. This gives both an equal chance to 
play. This game is best played in the fall of the year, when 
the nature lesson about squirrels is presented, or should be cor¬ 
related with the reading lesson about squirrels. 


WHAT TO PLAY 

Formation: Standing beside desks. 

Explanation: The teacher calls one child to come to the front 
of the room to be the leader. As that child is coming forward 
the class sings: — 

Mary show us what to play 

What to play, what to play, what to play, 

Mary show us what to play, 

Show us what to play. 

__ (to the tune of “ Mary Had A Little Lamb ”) 


* From “ Games 
Jessie H. Bancroft. 
Company, publisher. 


for the Playground, 
Used by permission 


Home, School' and Gymnasium,” by 
of the author and The Macmillan 



117 


Use the name of the child chosen to be the leader. When the 
class stops singing the leader who is then facing the class says, 
“ Play like this ” and then makes some motion with arms or legs 
which the class imitates till the teacher says “ Stop/’ This child 
then takes his seat and another child is called to be leader. 

Suggestions: At first it will be necessary for the teacher to 
show the leaders what exercises to play. Encourage vigorous 
movements that require the maximum effort. Encourage origi¬ 
nality. 

SKIPPING TAG 

Formation: A single circle (see p. 66). 

Explanation: One child who is chosen to be “ it ” stands in 
the center of the circle. The children clasp hands and move to 
the left singing “Round We Go ” (see p. 104). When the class 
stops singing the children stand close to the wall, still clasping 
hands. The one who is “ it ” skips around the inside of the circle 
and touches a child on the shoulder. This child then skips after 
the one who is “ it ” and tries to catch him before “ it ” can reach 
the place left open by the child chasing. If “ it ” is caught he must 
try again but if he reaches the open place without being caught 
then the one chasing becomes “ it.” 

Suggestion: -This is a splendid game for training children to 
skip. Many children do not know how to skip. Let each boy tag 
a girl and each girl tag a boy, as this gives both an equal chance 
for exorcise. 


Outdoor Games Grade I 

SQUAT TAG 

Ouo player is chosen to be “ it,” and he may tag anyone who is 
not in a squat position, resting on feet, with knees bent. Whoever 
is tagged before assuming this position, becomes “ it. ” 

Variations: Players assume a kneeling or sitting position; 
stand on right or left foot, holding the other foot with right or 
left hand, in front or behind the other leg. 

CATCH THE HANDKERCHIEF f 

Use a small handkerchief or a bean bag. One player, A, is 
chosen to be “ it ” The other players stand in a ring, with feet 
apart, their hands open behind their backs with the palms up. 
A runs outside of the ring, drops the handkerchief into the open 
palms of some player, B, and runs on in the same direction he 
has been pursuing. As soon as the player B feels the handker¬ 
chief in his hand, he also runs outside the circle, but in the direc¬ 
tion opposite to player A. Both try to reach first the open place 
which B left. When they meet on their run around the circle, 


t From Keene’s “ Manual of Physical Training, Games, and Mass Competi¬ 
tions.'' Copyright 1914 by World Book Company, Yonkers-on-Hudson, New York. 



118 


they pass each other on their left sides. Whoever reaches the 
open place last is “ it ” for the next play. 

CAT AND RAT * 

Formation: A single circle (see p. 66). 

Explanation: Pupils join hands, one child chosen to be the 
“ Rat ” stands in the center of the circle, and another child chosen 
to be the “Cat” stands outside the circle. The circles moves to 
the left, singing “Round We Go” (see p. 104). When the chil¬ 
dren stop singing they stand, the “ Cat ” says “ I’m the Cat ”; 
the “ Rat ” says “ I’m the Rat ”; the “ Cat ” says “ I will catch 
you ” the “ Rat ” says “ If you can. ” The pupils in the circle 
raise arms and the “ Cat ” tries to catch the “ Rat ” who runs in 
and out under the arms and up and down the aisles. When the 
“ Cat ” catches the “ Rat ” both return to the circle and two other 
players are chosen to be the “ Cat ” and “ Rat ” and the game 
continues. If the “ Cat ” does not catch the “ Rat ” quickly, it 
is well for the teacher to call “ Time ” and choose two new players. 
This gives more children a chance to play and keeps no child run¬ 
ning for too long a time. , 

Suggestions: Protect sharp corners. When the children have 
learned to play the game well the “ Rat ” may choose the new 
“ Rat ” and the “ Cat ” may choose the new “ Cat.” In doing 
this it is well to always let a boy choose a girl and a girl 
choose a boy as this gives boys and girls an equal chance to play. 
Each player must tell the child chosen whether he is the “ Cat ” 
or the “ Rat ” or he will not know whether to step inside the 
circle or outside. If played indoors the arms should be raised 
as players run In and out of circle, so that no child will bump 
his head while running under the arms. 

VERY TALL AND VERY SMALL 

Children form a circle all facing the center. One person chosen 
to be “ it ” stands in the center with eyes closed. The teacher 
leading the rest of children, recites: — 

“We are very, very tall, 

How we’re very, very small, 

Sometimes tall; sometimes small. 

How.which are we? ” 

When tall, all stretch arms high overhead. When small, chil¬ 
dren stoop and touch hands to ground. After the word “ How ” 
they pause, then tako the two movements several times in succes¬ 
sion, finally holding one of them after the question, “ Which are 
we ? ” until “ it ” answers. After “ it ” has answered he opens 
his eyes to see if he is correct. If correct he chooses someone to 
take his place. 

* From “ Games for the Playground, Home, School and Gymnasium ” by 
Jessie H. Bancroft. Used by permission of the author and The Macmillan 
Company, Publisher. 




119 


1 . 


2 . 


3. 


Grade II 

Content 
Marching 
Story plays 
Mimetic play 
Singing games 
Folk dances 
Relief drills 
Active games 

Adaptation 

Recreation 

Promotion of growth by exercises of the large muscles 
Stimulation of breathing and circulation 
Rhythmical training 

Suggestion for Teachers 

Read and study Parts I and II with particular reference 
to the chapters devoted to the content of the course 
for this grade. 

Get large vigorous movements in the exercises. 

The plays are arranged to coincide with seasons and 
holidays. 

Dramatize any subject material used in the school work. 
Avoid formal commands. 

Do not expect accuracy or class rhythm. 

Do not teach a new play or game until the previous one 
has been mastered. 

Play out of doors whenever possible. 

Open windows wide and keep the class active. 

Game formation see p. 66. 


120 


Relief Drills Grade II 

Same as for grade I. See p. 92. 


Marching Grade II 

See marching Grade I, p. 96. 

Review all first grade marching exercises. 

Mark time and clap hands on every other step. 

Mark time and clap hands on the first of four, six 
or eight steps. 

Mark time and clap hands on four steps, then four 
steps without clapping hands. Counting aloud 
will assist in teaching the rhythm. 

Mark time and turn to the left (right) on a given 
count as four, eight, etc. 

Mark time and turn to the left (right) on counts, 
four, eight, twelve, and sixteen. This will com¬ 
plete a full turn. 

Mark time and turn left or right to face back of 
room. 

Backward-March ! The steps should be short. 

Keep rhythm by clapping hands on counting. 

Marching on toes eight counts, ordinary marching 
eight counts. Or any similar variations. 

Marching forward eight counts, marking time eight 
counts. Or any other number of counts. 

Marching forward with hand clapping on specified 
counts. 

Marching with arm raising on every second, fourth, 
sixth, etc., count. 

Marching with arm stretching forward, sideward, 
upward from the upward bend position on a given 
count. 

Changing from marching to marking time or to 
marching toes on response to command. Aim for 
class uniformity. 

Marching with hand clapping on the first, third, fifth, 
sixth and seventh of eight steps (like drum beats). 

Skipping forward around room or in serpentine 
formation, p. 97. 

Change from marching to skipping on command. 

Marching with slight bending of body to the left 
for two counts, to the right for two counts, etc. 
This is a rhythmical swaying with the steps. 



121 


Story Plays Grade II 

AUTOMOBILES 

1. Pump up the tires. Breathing exercise. Bend and stretch, 

working arms up and down Make the sound of “ sh ” 
on the exhalation. 

2. Crank the automobile. Join hands in front and make a 

big circle by swinging arms. 

3. Engine starts. Running in place, hands on hips. 

4. Automobile goes. One row at a time around the room and 

back to place. 

5. Shower coming, put up the top. Join hands, swing from 

side to side reaching high on tiptoe. 

6. Rain comes down. Raise arms high, stoop to bring fingers 

near floor. Eingers ipoving to represent ten raindrops. 

7. ‘ Wipe the rain from the car. The top, the body, the run- 

• ning boards. This gives opportunity for both up and 
down and side movements. 

3. Take a friend for a ride. One child puts hands on shoulders 
of the child in front. One row at a time around the 
room and back to place. 

9. Puncture. Breathing exercise. Make sound of “ S ” on 
exhalation. 

IN THE BARN 

1. Smelling hay. Breathing exercises. 

2. Racing to barn. One row at a time around room and back 

to place. 

3. Climb ladder to hay loft. Alternate raising of hands and 

knees. 

4. Jumping in the hay. One! --stand on chairs. Two! 

-jump to floor. Encourage landing on toes re¬ 
minding that feet make no sound in the hay. 

5. Playing in wheat bin. One! -bend forward to get 

scoopful. Two! -stretch high and pour it back. 

6. Feeding fowls. Each row round the room and back to 

place, swing arms as if scattering grain. As each row 
runs have the children say the kind of fowl they will 
feed. 

7. Jump over barrels. Vaulting seats. 

8. Out of breath. Breathing exercise. 

INDIAN 

1. Walk like Indian Warrior. Alternate rows face the back 
of the room. Ready— Go! Two rows march around 
one row of seats with arms folded on chest, head erect 
and stepping very high. 






122 


2. Paddling a canoe. Get into canoe. Pupils face tlie back 

of the room. On the desks — Sit! Pupils sit on desks 
and place toes under edge of seat. Arms raised at 
right side, left arm high as if grasping canoe paddle — 
One! Arms pulled back — Two! Arms forward. 
Keep it up — Stop! This should be repeated on the 
left side. 

3. Sighting game. Pupils still in canoes, place right hand to 

shade eyes and look to the right, twisting trunk. Re¬ 
peat with left hand over eyes and look to left. 

4. Climb out of canoes. Class— Stand! Face the front of the 

room! 

5. Shooting game. Two rows move around one row of desks 

with cautious steps. Kneel on right knee. Hold the 
bow with left hand, place the arrow on bow with right 
hand. Kneel! Aim! Shoot! Stand! Repeat on left 
knee and hold bow in left hand. 

6. Carrying home game. A wigwam may be made at the front 

of the room. Let four children stand with arms 
stretched upward, finger tips touching. Children may 
run around room, one row at a time, run through 
wigwam and back to seats. 

7. Gather wood for fire. Stoop and reach to right and left 

without moving feet. 

8. Make spark by rubbing flint. Quick rubbing of hands. 

9. Light fire. Stooping. 

10. Smell meat cooking. Breathing exercise. 

LANDING OF THE PILGRIMS 

1. Wind blows the sails of the Mayflower. Breathing exercise. 

2. Drop anchor. Feet apart, bend forward and lower anchor, 

hand over hand. 

3. Climb down ladder into row boat. Alternate raising arms 

and knees. 

4. Climb into boat. To the back of the room— Face! On 

desks — Sit! Sit in center of desk, feet under chairs. 

5. Rowing. One — arms stretched forward. Two — pull oars 

by bringing fists to arm pits, elbows high. 

6. Stepping on shore. Knee raising. 

7. Giving thanks. Keeling on one knee. One — head bending 

forward. Two — head erect. Repeat several times. 

8. Trees tossing their giant branches. Arms raised, swinging 

from side to side. 

9. Wind blowing. Breathing exercise. 

CHRISTMAS MORNING 

Asleep. Heads on desks facing windows. Heavy breath¬ 
ing. 


1 . 


123 


2. Wake up and stretch. Teacher imitates a clock striking. 

Pupils stretch. 

3. Jump out of bed and dress. Put on stockings, shoes, blouses, 

brush hair. 

4. Run in to see what Santa has brought. One row at a time 

around the room and back to place. 

5. Take stockings down. Reach high on tip toes. “ Take 

down Mary’s.” “ Take down Robert’s.” Use different 
names to have children repeat stretching. 

6. Take toys from stockings. Stoop to put them on the floor 

as each one is taken out. Name each toy using those 
below. 

7. Jack in Box. Teacher says “Jack in the box” and pupils 

stoop. “Jack out of the box” pupils stand saying 
“ Boo.” This may be repeated several times. 

8. Jumping Jack. Feet together. One —knees bend, fling arms 

overhead. Two — knees stretch, arms at sides. To be 
done with rhythmic counting. Class— Halt! 

9. Rocking Horse. One foot well in front of other, hands on 

hips. Stiff wooden legs. One — rock forward lifting 
back foot. Two — rock backward lifting front foot. 
To he done with rhythmic counting. Class— Halt! 

10. Jointed Doll: One child may be the leader and show the 

class the variety of positions the doll can assume. 
Head, arms and legs. As each new position is demon¬ 
strated the leader says “ like this ” and the class 
imitate the same position. 

11. Toy Horn. Breathing exercise. Whistle on exhalation. 
Suggestions: If desirable this lesson may be shortened by 

making the “ toys ” a separate lesson. A great variety of toys 
may be used. 

THE SNOW MAN 

1. Wind blows the clouds. Breathing exercise. 

2. Look up at the clouds. “ Heads back. Breathe in the cold 

air.” One! Two! Again— One! Two! 

3. Snow flakes fall to the earth. Raise arms over head — 

One! Move arms downward at the sides with gentle 
fluttering movement — T WO! Encourage keeping the 
arms well back as they move downward. 

4. Wade in the deep snow. March in the aisles lifting knees 

very high. Hands on hips. Wade front. Wade back. 

5. Make a snow man. Make the big ball for the body by roll¬ 

ing a snowball. Bend well forward and push; as the 
ball gets larger the steps should be slower, the body 
erect and the arms pushed out from shoulder level. 
Put small ball on for head reaching high on tip toes. 
Then arrange the arms. 


124 


6. Snowball the snow man. Stoop to gather snow— Down! 

Throw the snow ball — Throw! Use first right arm 
and then left. Again— Down! Throw! One of the 
children may be the snow man and stand at the front 
of the room. As some one hits his head he lets it 
drop forward. When the arm is hit it drops to the 
side, etc. This will prove very amusing to the children. 

7. Beat arms against body to keep warm. One — swing arms 

sideward at shoulder level. Two — cross arms at front. 
Keep it up — Go! Stop! 

8. Blow on fingers to warm them. Breathe— In! Blow! 

Again — One! Two! 

HONEST ABE LINCOLN 

1. Discovers he has given customer the wrong change. Breath¬ 

ing exercise. Abe whistles when he discovers his mis¬ 
take. Whistle on exhalation. 

2. Prepares to go to woman’s house. Beaches up to take hat 

and coat off high hook. Puts on coat and hat, stoops 
to wipe off shoes. 

3. Walks down the road. Make a circle. 

4. Jumps over a stream. Mark two lines on the floor to 

represent a stream. Circle moves left jumping over 
the stream as they cross it. Begin! Stop! 

5. Climbs a tree to put a bird back into its nest. Alternate 

raising of hands and knees. Beach one hand up as 
if putting bird into nest. Climb down. Begin! Stop! 

6. Buns to make up for lost time. Circle move left. Beqin! 

Stop! 

7. Stops to fix planks in a broken bridge. Stooping and lift¬ 

ing planks, stooping to replace planks. Beplace several 
planks in this manner. 

8. Helps an old lady carry heavy basket. Walking with arms 

raised as if carrying basket on shoulders. Begin! Stop! 

9. Knocks at the door of the house, and returns money. 

10. Lady gives Abe a piece of cake for his trouble. Abe smells 
the cake. Breathing exercise. 

WASHINGTON CROSSING THE DELAWARE 

1. Cold wind blowing. Breathing exercise. 

2. Troops march to the shore. Serpentine marching. 

3. Pushing row boats from shore. Pour steps forward wdth 

high knee raising. Turn to back of room, push arms 
forward at same time stepping right foot forward, 
close left foot to right. Bepeat back to place. Push 
several boats out in this way. 

4. Bowing boats. Sitting on desks facing back of room. (See 

Landing of Pilgrims). 


125 


5. Pushing blocks of ice. One foot on chair, kneeling with 

other on desk. Push blocks of ice off with imaginary- 
poles. Repeat kneeling on other knee. 

6. Wading to shore, carrying guns. One row around the room 

and back to place. Both arms raised over heads, as if 
carrying guns to keep them dry. 

7. Beating body to get warm. Swing arms across and heating 

against shoulders. 

8. Warming toes. Running in place. 

9. Warming fingers. Breathing exercise Blowing on fingers. 

CIRCUS 

1. One-half of class are elephants, the other half children. 

Elephants and children face each other. Children 
have peanuts in large bag on floor. Stoop down, get 
a handful of peanuts and throw to elephants. Repeat 
several times. Elephants form trunks by clasping 
hands in front. As peanuts are tossed, they swing 
trunks high up in the air, catch peanuts and carry 
them to mouth. 

2. One child chosen for “ Ringmaster.” (Teacher may he 

Ringmaster.) Other children, horses. Ringmaster 
snaps whip. Horses gallop in place. Second time 
whip is snapped, trot; third time, high step. 

3. Chariot race. All face side of room. Even rows stand on 

seats -with arms stretched out driving. Odd rows grasp 
hands across and gallop in place. 

4. All form hand. Two rows beating drums, two playing fife, 

two rows playing trombone. Each two rows around 
one row of desks, keeping in step with music. 

5. Two rows walking around one row of desks and all imita¬ 

ting some clown’s trick, such as balancing stick on 
chin, juggling balls, -walking tight-rope. 

6. Breathing. 

METHODS OF CROSSING STREAM 

1. Water rushing. Breathing exercises. Make sound of “ sh ” 

on exhalation. 

2. Running stream. Make a circle. Circle runs to the left. 

3. Wading. Hands on hips, lifting knees high — Begin! 

Circle moves to the left — Stop! 

4. Swimming. Raise arms forward to shoulder level — One! 

Swing arms to side shoulder level — Two! Bend arms 
bringing hands to chest, elbows raised high — Three! 
Shoot arms forward shoulder high. 

5. Stepping on stones. Step carefully on toes. 


126 


6. Jumping across. At front and back of room draw two 

lines a yard apart. Pupils jump over this while circle 
runs to the left. 

7. Rowing. Girls run to boats. Girls run to seats and sit 

on the desks with feet under edge of chairs. Boys run 
to boat. (See Landing of Pilgrims, p. 122.) 

8. Racing. Row fast. 

9. Out of breath. Breathing exercise. 

BARNYARD FOWLS 

1. Hens clucking. Breathing exercise. “ Cluck ” on exhalation. 

2. Roosters flap wings. Arm raising and lowering at sides. 

3. Turkeys. Stretching legs and neck saying, “ Gobble, gobble, 

gobble.” Walk around one row of desks. 

4. Ducks walking. Toes turned in, knees slightly bent. Arms 

bent for wings. Swing from side to side. 

5. Ducks swimming. Up and down motion of hands. 

6. Pigeons flying. Large movements of arms up and down. 

Quick flapping of wings when alighting on ground. 

7. Geese walking. Same as duck, using forward and backward 

motion of head. 

8. Gander hissing. Breathing exercise, sounding letter “ s ” 

on exhalation. 


Singing Games Grade II 

GUESS 

Music: “ Pop Goes the Weasel” p. 175. 

Joe is a mole and can’t see me 
His home is under the tree, 

He has no eyes and he can’t see 
I don’t think he can guess me. 

Formation: Single circle facing the center with hands joined. 
One player is blindfolded and stands inside the circle. 

Explanation: Circle moves to the left singing “ Guess.” When 
the song is ended the player blindfolded steps to a child and tries 
. to guess who it is by feeling the face, clothes, etc. If he guesses 
correctly he removes the blinder and enters the circle, the one 
guessed being blindfolded. If the child being guessed makes a 
sound that helps in revealing his identity, the game is repeated. 
If the one guessing does not guess the name in three guesses, the 
game is repeated with the same one blindfolded. 

Suggestion: If the same cloth is used to blindfold different 
children, a piece of paper should be placed between the cloth and 
the face. When singing use the names of the child in the center. 


127 


SEE SAW 



See saw Marjory Daw, 

She shall have a new master, 

She shall have hut a penny a day, 

Because she can’t run any faster. 

Formation: Single circle. Count off by threes. Number 
“ twos ” are the see-saw. Number “ ones ” and “ threes ” are 
the riders. Two players stand in the center, in separate aisles 
joining both hands across the desks. 

Explanation : Number “ twos ” raise arms at the side to repre¬ 
sent the see-saw board. “ Ones ” and “ threes ” face the see-saw 
and take hold of the extended hands with both of their own, as if 
grasping the end of the see-saw board. As all sing the song, the 
“ see-saws ” rocking from side to side, the “ riders ” bending and 
stretching as the board goes up and down. The two in the center 
bend and stretch likewise. On the word “ run ” all clap hands, 
and the “ boards ” must leave their place and find another pair 
of riders. When the “ see-saw ” runs the riders must clasp hands 
till another “ see-saw ” steps between them. The two who are left 
over go to the center and the game is continued. 

Suggestions: Children often err in running too soon. In this 
case it is well to stop the game and send the runners to the places 
they left and begin the game again. 


9 









128 


LOOBY LOO* 


Victor 17567 



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m 



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" 


1. Here we dance Looby Loo, 

Here we dance Looby Light, 

Here we dance Looby Loo, 

All on a Saturday nigbt. 

2 . I put my right hand in, 

3. I put my right hand out, 

4. I give my hand a shake, shake, shake, 

5. And turn myself about, 

6. OH! 

7. I put my left hand in, etc. 

8. I put my right foot in, etc. 

9. I put my left foot in, etc. 

10. I put my little head in, etc. i 

11. I put my whole self in, etc. 

Formation: A compact circle, each player having both hands 
on the shoulders of the child in the front. This formation may 
be made at the front of the room or around one row of desks. 


* From " Games for the Playground, Home, School and Gymnasium,” by 
Company mfblSher USed by permission of the author and The Macmillan 





























































































































































129 


Explanation: 

1. Players stand on inside foot, outside foot raised, trunk bend¬ 
ing toward center of circle. Change weight to outside foot, inside 
foot raised, trunk bending away from center on circle. Continue 
this through 1, following the rhythm of the song. 

2. Stretch right arm toward center of circle. 

3. Raise right hand upward and back of head, pointing away 
from center of circle. 

4. Hold right directly overhead and shake it three times. 

5. Turn around in place. 

6. Place hands on shoulders and repeat 1. 

7. Same as 2-5 using left hand. 

8. Point right foot toward center, cross right foot in back. 

9. Same as 8 using left foot. 

10. Bow toward center, bend head backward. 

11. Jump lightly forward. Jump lightly backward. 

RIDE A COCK-HORSE 



2 . 

3. 

4. 

Formation: 
Fine Lady.” 


Ride a cock-horse to Banbury Cross 
To see a fine lady ride on a white horse. 

Rings on her fingers 
And bells on her toes. 

She shall have music wherever she goes. 

Single circle, one player on the inside who is “ The > 
Right shoulder turned toward center of circle. 


Explanation: 

1. Stride position, right foot forward. Hands on hips. Rock 
forward on right foot raising left. Rock backward on left foot 
raising right. Continue through 1 following the rhythm. 

2. Stand on toes, stretching arms over head and shake fingers. 

3. Stoop and touch toes. 

4. Join hands and make a circle. Circle moves to the left, 
close to the wall so as to leave room for the players in the center. 
At 3 the “ Fine Lady ” in the center chooses a player from the 
circle to be the “ White Horse ” and as the circle moves to the 
left the “ Fine Lady ” drives the “ White Horse ” up and down 
aisles, the “ White Horse ” holding his hands in back to be used for 
reins. At the end of 4 the “ Fine Lady ” goes back into the circle 
and the “ White Horse ” remains in the center to be the next “ Fine 
Lady.” 

Suggestion: It is well to have a boy always choose a girl and 
a girl choose a boy so that neither will have a monopoly of the 
play. 


















130 


OATS, PEAS, BEANS AND BARLEY GROW 

Victor 17567 



1. Oats, peas, beans and barley grow; 

Oats, peas, beans and barley grow; 

Can you or I or any one know 
How oats, peas, beans or barley grow? 

2. Thus the farmer sows bis seed, 

3. Thus he stands and takes his ease, 

4. Stamps his foot and claps his hands 

5. And turns around to view his lands. 

6. Waiting for a partner, 

Waiting for a partner, 

Open the ring and choose one in, 

While we gaily dance and sing. 

, Formation: Single circle, hands joined. One player in the 
first aisle who is the “ Farmer.” 

Explanation: 

1. Circle moves to the left. Clap hands on the word “ grow.” 

2. Bend left arm to represent basket, throw seed with right arm. 

3. Hands on hips. 

4. Tap right toe. Clap hands over heads. 

5. Turn in place. 

6. Circle skips to the left. “ Farmer” takes a partner from 
the circle. The “ Farmer” skips into one aisle, the partner in 
the aisle next to the “Farmer,” joining hands across the desks. 
Both skip down the aisle and return. The game is repeated with 
both players standing in the aisle. When 6 is sung the player last 
chosen takes a partner from the circle. He stands in the third 
aisle. All three join hands and skip. The game may continue 
until all aisles are filled. Then the game must be begun anew. 

Suggestions: It is well to have a girl always choose a boy and 
a boy choose a girl. In this way neither gets a monopoly of the 
play. 


















































131 


Folk Dances Grade II 

children’s polka* 

Victor 17327 
Columbia A 3052 




Formation. Single circle. Partners face each other. Join hands, 
arms extended at sides, shoulder high. 

Measures 1-8. Glide polka towards centre — slide, close, slide, 
close, three running steps in place. Repeat moving out¬ 
ward two measures. Repeat the whole step four measures. 

Measures 9-12. Clap thighs with both hands. Clap own hands 
in slow time. Clap partner’s hands three times in quick 
time. Repeat. 

Measures 13-14. Point right toe forward, place right elbow in left 
hand, and shake finger at partner three times. Repeat 
left. 

Measure 15. Turn complete circle right, with four running steps. 

Measure 16. Stamp three times. 

Repeat from beginning. 


* From Crampton’s “ Folk Dance Book ” Copyright 1909 by A. S. Barnes & 
Company. 



































































132 


PEASE PORRIDGE HOT* 



Formation: Double circle, partners facing. 

Verse — Pease porridge hot, pease porridge cold, 

Pease porridge in the pot nine days old; 

Some like it hot, some like it cold, 

Some like it in the pot nine days old. 

Chorus — Tra, la, la, la, tra, la, la, la, etc. 

Verse 

Line 1. Clap both hands to thighs; clap own hands together; clap 
partner’s hands. Repeat. 

Line 2. Clap thighs; clap own hands; clap right hands only; 
clap own hands; clap left hands only; clap own hands; 
clap partner’s hands. 

Lines 3 and 4. Repeat action from the beginning. (Counts — 1, 
2, 3; 1, 2, 3; 1, 2, 3, 4 , 5, 6 , 7 ). 

Chorus 

All raise arms sideways (hands joined), and take sixteen slid¬ 
ing steps around the circle to the left; then sixteen in the opposite 
direction. During the last measure all move to the right and 
take new partners. 

Repeat from the beginning with new partner. 


* From Crampton-Wollaston’s “ Song Play Book ” Copyright 1917 by A. S. 
Barnes & Company. 














































133 


I SEE YOU* 


Victor 17158 
Columbia A 3041 


Allegro. (J = 120.) 




Formation: Two front columns of two ranks each, the columns fac¬ 
ing each other. Those in the front ranks with the hands on 
the hips, those in the rear ranks with hands resting on the 
shoulders of those in front. 

I see you, I see you, 

Ti-ralla-ralla-lalla-la! 

I see you, I see you, 

Ti-ralla-lalla-la! 

You see me, and I see you, 

And you take me, and I take you, 

And you see me, and I see you, 

And you take me, and I take you. 

Measures 1-8. While singing, those in the rear ranks alternately 
bend their heads first to the left then to the right, thus 
playing “ peek-a-boo ” with the players in the opposite 
rear rank, at first slowly i. e., twice on the first line, but 
four times on the chorus. 

Measures 9-12. While singing the fifth line all clap hands sharply 
once, and those who have just been playing “ peek-a-boo ” 
skip forward to the left of their neighbors in front, grasp 
right hands with those from the opposite column, meeting 
them and swing around. 

Measures 13-16. While singing the seventh and eighth lines 
change with a handclapping so that each d.ances with his 
original partner, and at the end quickly resume the forma¬ 
tion, in such a manner, however, that the former front ranks 
become rear ranks and vice versa, after which the play 
is repeated. (When danced vigorously it may be well to 
omit part of the song.) 


* From Crampton’s “ Folk Dance Book ” Copyrigh? 1909 by A. S. Barnes & 
Company. 










































134 


gustaf’s skoal* 

(Gustafs Health) 


Victor 17330 
Columbia A 3046 




quadrille, that is, four couples arranged so as to form a 
square. Partners join inside hands and place other hand 
on hip. 

Verse — Gustaf’s skoal! 

There is no better skoal than this; 

Gustaf’s skoal! 

The best old skoal there is. 

Chorus — Tra, la, la, la, la, la, etc. 

Verse 

Lines 1 and 2. Head couples take three walking steps toward 
each other, bow, and take three steps back to place and bow 
to partners. 

Lines 3 and 4. Side couples do the same. 

Repeat lines 1 to 4. Action is the same. 

Chorus 

Side couples form an arch. The head couples walk to center, 
separate and, taking inside hand of opposite, walk through the 
arch nearest them. Returning to place they clap hands once, and 
with both hands turn partners around in place with three skipping 
steps. Head couples make arches and the sides pass under in 
the same manner. 


* From Crampton-Wollaston’s *• Song Play Book ” Copyright 1917 bv \ S 
Barnes & Company. 












































135 


Schoolroom Games Grade II 

Games to be continued from first grade 

Squirrel and Nut Book Relay 

Hide the Thimble Hand over Head Bean Bag 

Leader and Class 

AUTOMOBILE * 

The first pupil in each alternate row at a signal from the 
teacher leaves by the right side, runs forward and around his 
seat then to the rear and up the left side completely encircling 
his own row of seats. As soon as he is seated the next one 
behind him runs in the same way, and this continues until the 
last pupil has run and has returned to his seat. The other 
rows then play in the same way and finally the winning rows. 
At the beginning the captain for each row names the automobile 
it represents. 

THE WEE BOLOGNA MAN* 

Formation: Standing in rows or a circle. 

This is like “ I Saw ” but several leaders are chosen before¬ 
hand and stationed at the front or near it so as to be ready to 
take part quickly in turn. As soon as one leader is through he 
returns to his place and the next comes quickly forward and begins. 
In place of naming or describing the action as in “1 Saw ” the 
leader performs it in rhythm with the following rhyme: 

“ I’m the Wee Bologna Man, Always do the best you can 
to follow the Wee Bologna Man.” 

The actions imitated may be any kind of gymnastic exercises, 
athletic feats, forms of labor, playing musical instruments, actions 
of animals, etc. Each leader continues to lead the class for a few 
moments, the length of time to be determined from time to time 
by suggestions from the teacher, and is promptly followed by the 
next. Success depends on ingenuity of leaders in choosing themes, 
accuracy of imitation, so that the others can understand what 
is meant, and promptness. 

AISLE PASS 

The first player in each row has a crumpled piece of paper, 
in the form of a ball. At the leader’s command he passes it back, 
in the aisle, with his left hand, to the pupil seated behind him, 
who passes it on. The last pupil in the row changes the paper 
to the right hand and then passes it forward to the next pupil. 
The row getting the ball around first wins. 


* From “ Games for the Playground, Home, School and Gymnasium,” by 
Jessie H. Bancroft. Used by permission of the author and The Macmillan 
Company, Publisher. 



136 


Variations. 1. Pass several balls, books, Indian clubs, or other 
objects in quick succession. 2. The first pupil receiving the ball 
from Player Ho. 1 changes it to his right hand and then passes 
it back to the next pupil, who changes it to his left hand and 
then passes it back and so on to the end of the row. The object 
is then sent forward in like manner. 

CIRCLE PASS 

Formation: Circles. 

Form circles (or have the first and second rows face one another 
and half the third row close up the circle by curving around the 
back and the other half curve around the front; this makes one 
of several ovals). One bean bag for each circle. On signal the 
captain passes the ball to right and it travels around circle. The 
first captain to get the bean bag back slaps it on his desk as a 
signal that his team has won. 

CAT AND MICE 

Formation: Circle. 

The players form a circle with five or six players (mice) in the 
center; one in each aisle and one player (the old cat) outside 
the circle. The old cat comes creeping up to the circle and is 
allowed to enter. The mice cannot go outside the circle but the 
players may run up and down the aisle, and as the cat catches 
them, they take their place with the other players in the circle. 
The last mouse caught becomes the old cat for the next game. 

FLAG RELAY 

Formation: Players seated at desks. 

Rows need not be full but there must be same number in each 
row. Choose a player to stand in front of each row to hold the 
flag, and another to stand at the rear of each row. At the 
signal the rear player of each row rises, runs to the front, takes 
the flag from the one holding it, carries it to the one standing at 
the rear, and takes his seat. As soon as he is seated the next 
player goes and takes the flag back to the player in front. This 
continues till all have run. Be sure that no team has an unfair 
advantage because of the positions taken by the flag holders. 

WATER SPRITE* 

Formation: Two lines facing each other, with a large open 
space representing a river between. 

The water sprite stands in the middle of the river and calls one 
on the bank to cross. This one calls to a third on the opposite 
bank. The two from the banks then run across to exchange places, 
the water sprite trying to tag one of them. If the water sprite 
be successful, he changes places with the one tagged. Vaulting 
seats is allowed when played in the schoolroom and the lines 
stand on opposite sides of the room. 

* From “ Games for the Playground, Home, School and Gymnasium ” by 
Jessie H. Bancroft. Used by permission of the author and The Macmillan 
Company, Publisher. 



137 


THE NIGHT BEFORE CHRISTMAS 

Formation: Circle. 

Give each player the name of something connected with the 
story of Santa Claus, as sled, reindeer, snow, fur coat, chimney, 
Christmas tree, stocking, candy, pop corn, horn, drum, etc. One 
chosen to be “ it ” must stand in the center and tell a Christmas 
story. Whenever he mentions the name of any of these things 
the one who has that name must turn around. If the name of 
Santa Claus is mentioned all must turn around. Any player who 
•can be tagged by the one who is “ it ” before he has turned com¬ 
pletely around must be “it ” and go on with the story. The 
circle must be of the right size to make this game successful. If 
seats are available the players may sit, and then of course the circle 
should be larger. 

BIRD CATCHER 

Formation: One row running at a time. 

Mark off with a piece of chalk a quarter of a circle (six or 
eight feet in radius) in the right front corner to represent the 
birds’ nest. One child is chosen to be the “ Mother Bird ” and 
stands in the nest. Another child is chosen to be the “ Catcher ” 
and stands in the cage. Each row of children is then given the 
name of some bird. The “ Mother Bird ” then calls: — “ Robins 
fly!” or “ Sparrows fly!” and the row of children having that 
name run to the back of the room. When the players have formed 
a straight line, the “ Mother Bird ” says “ Look out for the Catcher, 
who will catch as catch can.” Then the “ Catcher ” runs out of 
the cage and tries to tag as many of the birds as he can before 
they reach the nest. Any child tagged must go to the cage, chil¬ 
dren reaching the nest in safety remain there till the game is over. 
When all the birds of one group are either caught or safe, the 
“ Mother Bird ” calls another group of birds and the game is con¬ 
tinued. After all the players have run, the “ Mother Bird ” and 
the “ Catcher ” join both hands high and make a gate through 
which the birds fly out of the cage, counting them as they fly 
one at a time. Do the same for the nest and see who had the 
more birds, the “ Catcher ” or the “ Mother Bird.” Each child 
runs to his seat as he flies through the gate. 

Suggestions: It may be well to have two catchers till the 
children learn the art of dodging. When counting the children, 
it is well to lower hands as each passes through. This make^ them 
pass slowly enough to be easily counted. Encourage the children 
to run lightly by reminding them that they are birds, and birds 
fly and do not run with noisy feet. 


138 


BAD PENNY 

Formation: In seats. 

Players are seated at desks. One player runs about the room, 
up and down aisles, carrying book or other object. He places 
the object on any desk he chooses, and is immediately chased by 
that child who carries the token; if not caught he may run again, 
unless it is desirable to choose a new player, so that all may have 
a turn. 

Variation. With a bell. 

Pupils are seated with heads on desk. One, chosen to be the 
runner, places the bell upon a desk. At the sound of the bell 
all heads are lifted, while the pupil on whose desk the bell has 
been placed tries to tag the runner before the latter can reach 
his seat. If not caught, the runner wins a point for his side. 
If caught, the chaser wins a point for his side. In either case, 
the game continues as at first, the aim being to win as many 
points as possible within a certain time. 

Suggestion: As each runner returns to a chair he may sit on 
the desk facing the chair. Any child sitting on a desk should 
not run a second time. 

I SAW 

Formation: Standing beside desks. 

Explanation: The teacher calls one pupil to be the leader. As 
the child is coming forward the class sings: 

Mary show us what you saw, 

What you saw, what you saw, 

Mary show us what you saw, 

On your way to school. 

(To the tune of “ Here We Go Round the Mulberry Bush.”) 
Use the name of the child called. Then the leader says: “ I saw 
a girl jumping rope.” The class says: “ How did she do it ?” 

The leader replies: “ She did it like this.” The leader then imi¬ 
tates what he saw and the class do likewise until the teacher says 
“ Stop.” Then another child is called and the game continues. 
Encourage a variety of actions and those that are vigorous 
enough for good exercise, such as: A boy climbing a ladder, A 
dog burying a bone, The wind bending the trees, (see p. 103.) 
Birds flying (see p. 126), A woman hanging up clothes, (see 
p. 101). Many actions may be done with pupils standing by 
their seats; others involving walking or running should be done 
in a circle with the leader standing in the center aisle. He will 
demonstrate the exercise up and down the aisle, while the class 
moves to the left doing the same exercise. 

Suggestions: This game develops observation in the children, 
and also helps to establish the correct use of the verbs “ did” and 
“ saw.” It also helps in the correct use of the pronouns. This 


139 


game should be played in the second half of the year after the 
children are perfectly familiar with the game of “ What to Play.” 
There is a great variety of breathing exercises for this game 
such as: the wind blowing, a steam engine puffing, a bird 
chirping (see Story Plays). Let the last exercise be a breathing 
exercise done facing the window and led by the teacher. 


Outdoor Games Grade II 

Games to be continued from first grade 

Leader and Class The Wee Bologna Man 

Bird Catcher Catch the Handkerchief 

Cat and Rat Squat Tag 

DAY AND NIGHT 

The players are divided into two parties, formed in two lines. 
One of the lines is named the day party and the other the night 
party. The leader has a disk painted black on one side and white 
on the other (a coin may be used in place of a disk). In front 
of each party, at a distance of about fifteen paces, is a goal. 
The teacher throws a disk into the air. If the white side is 
up when the disk has alighted, she cries “ Day.” The day party 
then rushes towards its goal and the night party pursues, catch¬ 
ing as many of the day party as possible. These they take back 
to their own goal. The captured members are now out of the 
game. The disk is thrown again and the party whose side turns 
starts as before. The game is continued in this way. Play a 
few minutes, then count the players. The side having the most 
wins the game. 

DO THIS, DO THAT* 

All the players stand facing one of their number who is the 
leader. The one who is leader assumes any gymnastic position 
or imitates any action, at the same time saying “ Do this!” and 
the others immediately imitate. Should the leader at any time 
say “ Do that!” instead of “ Do this!” any player who imitates 
the action performed must be seated, or pay a forfeit, which¬ 
ever form of penalty has been decided on at the beginning of 
the game. Three mistakes of this kind put a player out of the 
game, even when forfeits are the penalty. 

The leader may choose any gymnastic positions that are 
familiar, such as chargings, head bendings, trunk bendings, arm 
movements, knee bendings, hopping, jumping, dancing steps, etc.; 
or imitate familiar actions such as hammering, sawing, washing, 
ironing, sewing, stone cutting, shoveling, riding horseback, etc. 

* From “ Games for the Playground, Home, School and Gymnasium,” by 
Jessie H. Bancroft. Used by permission of the author and The Macmillan 
Company, publisher. 



140 


SPIDER AND FLIES 

F ormation: Circle. 

A goal is marked off at each end of the ground or schoolroom. 
The players form in a circle between the two goals. One player is 
chosen to he the spider, and sits very still in the middle of the 
circle, while the flies walk or skip around clapping their hands 
as they go. When the spider jumps up and chases them they 
run toward either goal. If the spider tags them before reach¬ 
ing the goal, they become spiders and must go into the circle 
and sit down with the first one. 

The flies again skip about the circle; no spider returns to the 
circle till all are caught, and the game started anew. 

JAPANESE TAG* 

One player who is chosen to be “ it ” tries to tag some other 
player. If he succeeds, the player tagged must place his hand on 
the spot tagged, whether it be arm, chest, leg, or back, and try 
to tag some other player. 


* From “ Physical Training for the Elementary Schools,” Clark. 
1917 by Benj. H. Sanborn and Company, Chicago. 


Copyright 



141 


1 . 


2 . 


3. 


Content 


Grade III 


Mimetic play 
Singing games 
Folk dances 
Relief drills 

Gymnastics and marching 
Active games 


Adaptation 

Recreation 

Promotion of growth by exercises of the large muscles 
Stimulation of breathing and circulation 
Rhythmical training 
Improvement of posture 

To secure promptness in response and accuracy in execu¬ 
tion of combinations of simple exercises. 


Suggestions for teachers 

Read and study Parts I and II with particular reference 
to the chapters devoted to the content of the course 
for this grade. 

Get large vigorous movements in the play. 

Do not teach a new play or game until the previous one 
has been mastered. 

Play out of doors whenever possible. 

Open windows wide and keep the class active. 

Game formations see p. 66. 

Introduction to gymnastic lesson is the same for all 
lessons, see p. 33. 

Explanation of gymnastic exercises, p. 27; marching 
commands, p. 19. 

Demonstrate exercise by commands, repeat in rhythm 
where indicated. 

Commands that are indented are continuations of the 
marginal exercise. 

Use correction cues, p. 58. 

End every lesson with a breathing exercise. 

Return to position after an exercise should be a return 
to good standing posture, p. 46. 


142 


Relief Drills Grade III 

Introduction: To open and close the lesson, see p. 33. 

Leadership: See Part II, p. 44, and relief drills, grade I, 
p. 92. 

There is a large amount of material in this manual suitable for 
relief exercises. In addition to the following lessons the teacher 
may select exercises from any of the gymnastic lessons, rhythmic 
steps, mimetic exercises, stunts, etc., of this and other grades. In 
arranging relief drills, always include exercises for the arms, 
trunk and legs and end the lesson with deep breathing. They 
should be taken vigorously and without the formality of a gym¬ 
nastic lesson. 

If the girls and hoys are on opposite sides of the room, assign 
leaders to lead rhythmic steps for the girls and stunts for the boys. 
It is not advisable, however, to waste time in changing places. The 
entire two minutes should be devoted to relaxing exercises. 

Drills: Change drill every two weeks. 

1. Chest stretching. Raise arms to a horizontal position in 

front with palms down. Stretch the chest by bending 
the elbows and pushing backward as far as possible with 
forearms horizontal and close to the sides. As the elbows 
go backward close the hands and turn forearms until 
fingers are up. Return to starting position. Repeat, 
8 times. 

Running in place. Run lightly on toes, raising knees high 
in front and swinging arms vigorously. 

West Point breathing. 

2. Touching toes. Place hands on hips. Keeping the knees 

straight bend forward and stretch downward with right 
arm, trying to touch the toe of the right foot. Return 
to erect position, replacing hand on hips. Then stretch 
down with left arm. Repeat, stretching alternately with 
right and left arm, 16 counts. 

Mimetic exercise. Throwing Baseball, p. 62. 

West Point breathing. , 

3. Stooping and touching floor. Take a position of palms 

together in front of chest, with fingers pointing upward. 
Keeping the chest and head up, rise on toes, then stoop 
with knees wide apart and touch the floor directly in 
front with tips of fingers. Rise, bringing the hands to 
starting position. 16 counts. 

Mimetic exercise. Jumping Jack, p. 61. 

West Point breathing. 

4. Hands on hips. Jump up and place right heel forward 

and raise right arm forward upward-1. Bend trunk for¬ 
ward and touch the upturned toe with right hand-2. 
Return to one and position. Continue in rhythm, jump- 


143 


ing on “ one ” and “ four.” 16 counts. Left hand, 16 
counts. 

Bend arms upward-1. Stretch arms upward and rise on 
toes-2. Return 3-4. Repeat in rhythm, 16 counts. 

West Point breathing. 

5. Mimetic exercise. Chopping Wood, p. 63. 

Hand relaxing. Raise the extended arms to a horizontal 
position in front and shake hands vigorously. Swing 
arms to a horizontal position at sides, and repeat exercise, 
then high over head. 16 counts in each direction. 

West Point breathing. 

6. Raise left arm forward upward and place left heel forward- 

1. Change right arm up and right heel forward-2. In 
hopping rhythm, 16 counts. 

Jump feet apart and bend arms to thrust position. Bend 
forward and swing arms between legs-1. Raise trunk, 
arms to thrust-2. Twist trunk to right and stretch arms 
sideward-3. Trunk forward, arms to thrust-4. Continue 
in rhythm, 16 counts. Same to left, 16 counts. 

West Point breathing. 

7. Hands on hips. Jump feet apart-1. Bend trunk forward 

downward-2. Raise trunk-3. Peet together-4. Continue 
in quick time, 16 counts. 

Mimetic exercise. Cowboys Throwing Lasso, p. 61. 

West Point breathing. 

8. Hands on neck. Raise right knee and swing arms sideward 

downward to clap hands beneath knee-1. Hands to neck 
and foot replace-2. Continue in quick time, 8 counts. 
Raise left knee, 8 counts. 

Hopping exercise. Hands on hips. Hop in place on both 
feet, 16 counts. Jump feet apart and together alter¬ 
nately, 16 counts. 

West Point breathing. 

9. Hands on neck. Raise right foot backward, bending at knee, 

and swing right arm down to touch heel-1. Replace 
foot and hands-2. Same left 3-4. Continue in quick 
rhythm, 16 counts. 

Mimetic exercise. Hoisting Sail, p. 63. 

West Point breathing. 

10. Jump feet apart and place hands on shoulders-1. Bend 
trunk forward keeping knees straight and stretch arms 
forward to touch floor as far in front as possible-2. 
(Hold this count) Return to one and continue in rhythm 
16 counts. Come to position with a jump on 16. 
Rhythmic step. Mazurka balance, p. 71. 

West Point breathing. 


10 


144 


11. Balance and stretch. Raise arms sideward and place right 

foot forward-1. Raise arms upward, rise on toes-2. 
Return to one and position. 8 counts. Left, 8 counts. 
Mimetic exercise. Snowballing, p. 62. 

West Point breathing. 

12. Rise on toes and raise arms sideward upward-1. 

Return-2. Repeat 16 counts. 

Vaulting over seats, see lesson 5, p. 151. 

West Point breathing. 

13. Mimetic exercise. Bell Ringing, p. 63. 

Rhythmic step. Bleking step, p. 72. 

West Point breathing. 

14. Mimetic exercise. Ferry-boat, p. 61. 

Mimetic exercise. Jack in the Box, p. 61. 

West Point breathing. 

15. Mimetic exercise. Teamsters Warming Up, p. 64. 

Mimetic exercise. Bicycle, p. 61. 

West Point breathing. 

Rote: To construct new drills use mimetic exercises, p. 61; 
rhythmic steps, p. 70; stunts, appendix I, p. 328; and gymnastic 
lessons. 


Mimetic Play Grade III 

LUMBERING 

1. Wind blowing through the trees. Breathing exercise. 

2. Running into the forest. One row at a time around the room 

and back to place. 

3. Chopping trees. One — right foot forward and swing arms 

over left shoulder as if grasping axe. Two — arms 
downward fling, trunk forward bend, as if chopping 
close to ground. Continue by count or in rhythm. 

Class- Halt! Repeat with left foot forward and 

arms raised over right shoulder. 

4. Sawing with cross-cut saw. One — right foot forward, 

arms stretched forward, hands touching. T wo — 
throw weight on back foot, bend elbows bringing fists 
close to chest. Continue by count or in rhythm. Class 

-Halt! 

5. Rolling logs. One — crouching position. Swing both arms 

forward as if pushing log. Two — return to standing 
postion. Three —hands on hips, push right foot for¬ 
ward as if pushing log. Four — return to standing po¬ 
sition. Repeat, swinging left leg forward on count 3. 
Continue by count or in rhythm. Class- Halt! 





145 


6. Rafting down the river. Facing left. Left foot on chair, 

right knee on desk to imitate a raft. One — arms 
raised high, hands touching, as if raising pole out of 
water. Two — arms swung to the left as if pushing 
with pole. Continue with counts or in rhythm. Repeat, 
reversing position to opposite side. 

7. Rushing water. Breathing exercise. 

FISHING 

Row out to large boat. Sit on desks, toes under edge of 
chairs. (See “ Pilgrim Fathers, ” Grade 2, p. 122.) 
Hoisting sail. Standing position. One — right arm raised 
high over head, head thrown hack. Two — stooping 
position, right arm lowered. Three — same as “ one ” 
raising left arm. Four — same as “ two,” bringing left 
arm down. Continue by count or in rhythm. Class 
-Halt! 

Pulling up the net. One — left arm bent, with hand to 
shoulder, trunk forward bend, right arm thrust down 
as if grasping net. Two — standing position, both arms 
bent, hands shoulder high. Three —same as “ one ” 
in reverse order. Four — same as “ two.” Continue in 

. count or in rhythm. Class- Halt! 

Packing in barrels. One — stooping to gather fish. Two — 
stand, arms bent as if holding fish. Three — trunk 
bending forward, arms thrust downward as if reaching 
bottom of barrel. Four — return to standing position. 

Continue by count or in rhythm. Class- Halt! 

Unloading at the dock. (See “ Rolling logs” in Lumber¬ 
ing p. 144.) 

PILGRIMS HARVESTING FOR FIRST THANKSGIVING 

1. Cradling grain. One —left foot forward, both arms swung 

back to the right, trunk twisting. Two —both arms 
swung forward as if swinging scythe. Continue by 
count. Repeat in reverse order. 

2. Threshing with flail. One —left foot forward, both hands 

raised high over left shoulder, fingers touching. Two 
— trunk bending forward, arms swung forward and 
downward. Continue by count. Repeat in reverse 
order. 

3. The mill. This exercise requires two actions and should 

therefore be done by alternate rows. Rows 1, 3, 5, 7:— 
One — left forward, stooping to get shovel full of grain. 
Two — trunk erect, left hand crossing over right as if 
emptying grain into hopper. Continue by count. Rows 
2, 4, 6, 8 :— One — feet apart, arms stretched forward, 
fingers clasped. Two — make large circle as if turning 
mill. Reverse the order. 


1 . 

2 . 

3. 

4. 

5. 





146 


4. Cutting corn. Stooping position, left foot forward. One — 

left hand raised high, right arm sideward flung shoul¬ 
der high as if grasping sickle. Two — right arm swung 
forward as if cutting corn. Three — left foot stepped 
forward, still in stooping position. Four — right foot 
closed to left. Repeat four times. About face and 
repeat four times in reverse order back to place. 

5. Gathering pumpkins. One — trunk forward bend, right arm 

swings down as if cutting stem of pumpkin. Two — 
trunk as in “ one. ” Both arms stretched downward 
as if grasping pumpkin. Three — trunk erect, arms 
forward raised, holding pumpkin. Four — arms pushed 
upward, standing on toes, as if throwing into cart. 

6. Running to invite the Indians. One row at time about the 

room and back to place. Running in place— Begin! 
Around the room and back to place, Row one— Go! 
Row two- Go! Class- Halt! 

CHRISTMAS TREE FOR THE KINDERGARTEN 

1. Running to the woods. (See “ Running to invite Indians” 

in Pilgrim story, above.) 

2. Chopping down tree. (See exercise “Lumbering” p. 144.) 

3. Tying rope on tree. Stooping position. One — fingers touch¬ 

ing in front, make small circle as if wrapping rope 
around tree. Two — same as “one.” Three — same 
as “one. ” Four — pull hands apart as tying knot. 

4. Dragging tree. Both hands on right shoulder. High stepping 

as if pulling heavy load. Alternate rows face the back 
of the room. Two rows around one row of desks and 
back to place. One — right foot step. Two — left foot 
step. 

5. Sawing boards to put on bottom of tree. 

One — left foot forward place, trunk forward bend, 
both arms forward stretch, fingers touching. 

Two — bend elbows and bring hands close to chest. 
Continue to counts. 

6. Hammer boards onto tree. Stooping position. One — strike 

with hammer. Two — same as “ one. ” Continue to 
counts. 

7. Standing the tree in place. 

One — rising a few inches from stooping position, 
right arms raised over head. Two — rising a few 
inches more, left hand raised over head. Continue 
until hands are both stretched upward. Standing on 
toes. 

8. Trimming the tree. One — stoop to take trimming from box. 

Two — hang trimming on tree. Hang in different 
places so as to give upward, right and left stretching. 

9. Skipping or running out of kindergarten. See “ one. ” 



147 


MINING COAL 

1. Going down into the mine in the elevator. Hands on hips. 

Counts “ one to seven. 99 Slowly bend knees to stoop¬ 
ing position with knees apart and back erect. On count 
“ eight ” return to standing position. Continue by 
counts. Class- Halt! 

2. Boring to dynamite. One — both hands clasped in front, 

making a large circle in front. Two — same as “ one.” 
Continue by counts. Class—- Halt! 

3. Digging. One --left foot forward with both arms raised 

over right shoulder, as if swinging pickax. Two — 
trunk forward bend, arms forward and downward 
as if striking rocks. Repeat in reverse order. Con¬ 
tinue by counts. Class- Halt! 

4. Shoveling the ore into the car. One — left foot forward, 

trunk bent forward, arms extended downward hands 
touching as if grasping a shovel. Two — trunk erect, 
arms swung over right shoulder. Continue by counts. 
Repeat in reverse order. 

5. Mules pulling car to elevator. Alternate rows face back of 

room. Hands on hips. Two rows move around one 
row of desks with high stepping. Begin! Stop! 
If some reach their places before others let them con¬ 
tinue to step in place until the word “ Stop. ” 

6. Freight train carrying ore away. Alternate rows facing 

back of room as in “ five. ” Each row represents a 
train of cars by placing hands on the shoulders of 
the one in front. Leader has hands on hips. Two 
rows move slowly around one row of desks with tiny 
steps — Go! Stop! 

7. Train stopping on siding. Breathing exercise. Say, “Choo” 

on exhalation. 

MAKING OF SILK 

1. The moth. One —-standing on toes, arms raised over head. 

Two — knees bend, arms lowered to sides. 

2. The worm. Two rows move around one row of desks. Hand? 

and feet on the floor. Alternate rows face back of 
room. One, two, three, four, move hands forward 
on each count. Five, six, seven, eight, move feet 
forward on each count. This gives the stretching 
and humping of the worm. 

3. Spinning the cocoon. Head rolling. 

4. Gathering cocoons. Left arm circling to represent basket. 

One — right arm lifted high as if picking, head thrown 
hack. Two — right hand placed in basket (left arm), 
head bent to look in. Continue by counts. Repeat 
in reverse order. 





148 


5. Climbing to get mulberry leaves. One — right arm and 

right leg raised. Two — left arm and left leg raised. 
Continue by counts. 

6. Keeling the silk. Both hands clasped in front, make a large 

circle in front- Begin! Stop! 


GYMNASTIC LESSONS Grade III 

LESSON 1 

Mark time- March! Class-- Halt! 

Try for class rhythm and uniform starting and halting. For 
early lessons count aloud or allow class to clap hands. Avoid 
accented left step except when ordered. 

At Ease! Attention! 

Explain and demonstrate the correct standing position and 
the meaning of attention. Repeat several times. 

Hands on hips-- Place! Position! 

Hands on neck- Place! Position! 

Repeat several times. Aim for improvement of execution. 
Hold positions to make corrections. Avoid exaggerated pos¬ 
ture. Use correction cues p. 58. 

Hands on hips- Place! Trunk for¬ 
ward- Bend ! Trunk-- Raise! 

Bend! Explain and demonstrate cor¬ 
rect position of trunk. Repeat and 
hold position to correct posture. Po¬ 
sition! 

Mimetic exercise. Shaking Fruit from Trees. 

p. 63. 

Stimulate a play spirit. Stretch arms 
in all directions and combine with heel 
raising. 

Hands on hips- Place! Hopping on 

toes- Begin! 16 counts. Halt! 

Position! 

West Point breathing. Keeping arms at 
sides, turn hands outward with deep 

breathing-One! Return-«— 

Two! Raise chest and head. Repeat 
five times. Figure 27. 



Figure 27. 




















149 


LESSON 2 

Review serpentine marching. Face odd rows toward back of room. 

On the command “Forward- March!” the first row 

marches across the front of the room, the second row marches 
into the first aisle from the rear, the third row into the 
second aisle from the front, and so on, all following the first 
row of pupils, and all moving at once. The marching may 
continue around the room or the leader may turn into the 
last aisle from the rear and continue the serpentine move¬ 
ment. 

Change from ordinary marching to marching on toes by com¬ 
mand. On toes- March! To resume ordinary march¬ 
ing, Forward- March! Repeat several times. 

Class- Halt! Use several times and try for class uniformity. 

Emphasize the “ One, Two ” following the command by 
counting accented steps or hand clapping. 

Review hand placing on hips and on neck, in response to com¬ 
mand and in rhythm for 16 counts. 

Hands on hips- Place ! Head backward- Bend ! p! 29. 

Raise! Repeat several times and use correction cues, p. 58. 

Position! 

Hands on neck- Place! Heels- Raise! 

Hold balance, elbows back and chin in. Heels- Lower! 

Repeat to count, One, Two! etc. several times. Position! 

Mimetic exercise. Chopping Wood, p. 63. 

Rhythmic Step. Step left foot to the side- One! Touch 

right toe slightly across and in front of left- Two! 

Rise on toes- Three! Step to right- One! Touch 

left toe slightly across and in front of right- Two! 

Rise on toes—- Three! Continue in rhythm 18 counts. 

West Point breathing. 

lesson 3 

Marching around one row of seats. Odd rows face back of room. 
Two contiguous rows march around one row of desks. 

Mark time- March! Class-- Halt! Forward- 

March! Class-- Halt! 

March forward 8 counts, mark time 8 counts and repeat. 

Review, At Ease! Attention! 

Hands on hips- Place! Head to the left- Bend! 

Raise! To the right- Bend! Raise! Continue to 

count, One! Two! etc. for 16 counts. 

Arms forward- Bend! Arms sideward- Fling! Arms 

- Bend! Fling! Repeat several times, One! Two! etc. 

Hold positions for corrections. Emphasize the “ Fling ” but 
correct forward tilting of head. 



























150 


Hands on hips- Place! Right leg forward- Raise! 

Lower! Demonstrate and make corrections. Repeat in 

rhythm- Begin! 16 counts. Class-♦— Halt! Same 

left. 

Hands on neck- Place! Trunk to right- Bend ! Trunk 

Raise! To the left- Bend! Raise! Demon¬ 

strate movement and make corrections. Repeat in rhythm to 
count- Begin!- 16 counts. Halt! Position! 

Mimetic exercise. Jumping Jack, p. 61. 

West Point breathing. 

lesson 4 

Serpentine marching. Marching forward with hands on neck. 

On toes- March! Forward- March! Hands on 

hips—- Place! Hands-- Down! Skip to places 

-Go! Emphasize correct posture. Walk like soldiers. 

Stretch up tall. 

Hands on hips- Place! Head to left-- Twist! For- 

*ward- Twist! Continue to count, One! Two! 16 counts. 

Position! 

Hands on neck- Place! Head backward- Bend ! Head 

-Raise! Repeat to command eight times. Position! 

Hands on hips- Place! Left foot forward- Place! 

Replace! Same right. Sideward placing. Repeat several 
times and vary length of pause. 

Arms sideward-- Raise! Lower! 

Repeat to count and hold position to correct posture. Con¬ 
tinue in rhythm 8 counts. Do not allow hands to slap thighs. 

Mimetic exercise. Raising the Flag, p. 63. 

Rhythmic step. Hands on hips. 

Slide left foot forward- One! 

Close right to behind left heel-Two! 

Rise on toes- Three! Right foot forward- Four! 

Close left- Five! Rise on toes-- Six! 

Start backward with left and do the same steps reversed. 
Repeat. 

Raise arms sideward, palms up and breathe deeply-- One! 

Lower arms and exhale- Two! Repeat 5 times. 

lesson 5 

Marching around one row of desks. 

March forward with hands on hips, 8 counts; hands on neck, 
8 counts; arms sideward, 8 counts; and repeat. Forward 
- March! Class- Halt! 



































151 


Arms upward -- Bend! Position! 

Demonstrate and explain as a postural exercise. 

Repeat in response to count, One! Two! etc. 

Arms forward- Bend! Hands on neck- Place! 

Forward- Bend! Continue the alternation in response 

to count, One! Two! etc. Hold positions for corrections. 
Vary the length of pause to secure alertness. 

Hands on hips- Place! Right kffee upward- Bend! 

Lower! Continue in rhythm- Begin! 8 counts. Same 

left, 8 counts. 

Vaulting seats. Keeping the chest up and head erect bend for¬ 
ward at the hips and place hands on desks with arms 

straight. Bend the knees- One! Jump high over the 

seat, alighting on the toes with the knees bent, and immedi¬ 
ately take a good standing position- Two! On the 

command “ Turn ” turn in the opposite direction and repeat 
the exercise. Repeat 4 times. 

Hopping exercise. Hands on hips. Striding forward and back¬ 
ward while hopping continuously. On “ One " spring up 
and place right foot forward and left backward, on “ Two ” 
change position of feet and continue in fast time. 

West Point breathing. 

lesson 6 

One step forward- March! Step left foot forward--—- 

One! Step right to close with left-- Two! Explain 

and demonstrate. Repeat several times until the class rhythm 
is improved. 

One step backward- March! Start with the left foot. Al¬ 

ternate with the forward step. 

'Hands on hips-- Place! On neck-- Place! On hips 

-Place! Continue the alternation in response to 

count, One! Two! etc. Vary the length of pause. Hold posi¬ 
tions to make corrections. 

Arms upward-- Bend! Arms sideward- Stretch! 

Bend! Repeat- One! Two! Emphasize correct posi¬ 

tions. Position! 

Hands on hips- Place! Trunk to left- Twist! For¬ 
ward- Twist! To right- Twist! Forward- 

Twist! Continue in response to counts. 

Hands on hips- Place! Knees-- Bend! (Half-bend) 

Stretch! Continue in rhythm- Begin! 16 counts. Head 

and trunk should be held erect and heels on floor. 

Mimetic exercise. Sawing Wood, p. 63. 

Mimetic exercise. Jack in the Box, p. 61. 

West Point breathing. 




























152 


LESSON 7 

Two steps forward- March! 3 counts. 

Walk through the steps first to count. 

Repeat to command and work for class rhythm. 

Two steps backward- March! 

Review the one step forward and backward and alternate with 
the above. 

Hands on neck-- Place! Head and chest raising- One! 

Two! etc. for eight counts. Position! 

Hands on hips- Place! Review foot placings forward and 

sideward. Right foot backward- Place! Replace! 

Same left. 

Arms sideward palms up- Raise! Arms- Lower! 

Repeat several times. Arms should be shoulder high. Do 
not allow slapping against thighs on the return. Watch for 
and correct exaggeration of spinal curves and tilting of head. 

Hands on hips- Place! Trunk circling- Begin! (See 

p. 29.) Starting left, 8 counts. Starting right, 8 counts. 
Mimetic exercise. Riding Bicycle, p. 61. 

Hands on neck (riding without hands). 

Follow the leader. Class follow an appointed leader around the 
room, repeat his actions, such as hand clapping, skipping, 
vaulting seats, etc. Return to places on command. In order 
to secure sufficient vigorous exercise the teacher should suggest 
things for the leader to do. 

West Point breathing. 

LESSON 8 

Three steps forward- March! 4 counts. 

Three steps backward- March! 

Review one and two, steps forward and backward. 

Hands on head- Place! 

Raise chest and press head upward against hands -- One! 

Relax- Two! Continue for eight counts! Position! 

Arms upward -- Bend ! Keeping the fingers at shoulders, de¬ 

scribe circles with elbows starting forward, upward, back¬ 
ward, and downward to position- Begin! Count four 

slowly to each circle. Repeat several times. Watch posture 
and bait class if necessary. 

Hands on hips- Place! Right foot sideward- Place! 

Heels- Raise! Lower! 

Heel raising in rhythm- Begin! 16 counts. 

Halt! Foot- Replace! Position! 

Mimetic exercise. Weather Vane, p. 61. 

Mimetic exercise. Locomotive, p. 64. 






















153 


Hopping exercise. Hands on hips- Place! 

Hop in place and jump feet apart and together on alternate 
counts in fast time. Begin! 16 counts. Halt! Position! 

Raise arms sideward, palms up and breathe deeply-- One! 

Lower arms and exhale- : - Two! Repeat five times. 

lesson 9 

Four steps forward- March! 5 counts. 

Four steps backward-- March! 5 counts. 

Review previous lessons. Try for accurate response to commands 
and class rhythm. 

Hands on shoulders- Place! 

Chest raising and head backward bending—- One! Two! 

Continue in response lo count. Hold positions to make cor¬ 
rections. Avoid hollow back and protruding abdomen. Draw 
hips back and flatten abdomen. 

Hands on neck and right foot sideward-- Place! 

Hands lower and foot—- Replace! 

Repeat- One! Two! etc. 16 counts. 

Hands on hips- Place! Right foot backward- -Place! 

Bending right knee to floor in rhythm—- -Begin! 

8 counts. Halt! Foot- Replace! Left foot backward 

- Place! Left knee bending- Begin! 8 counts. 

Halt! Position! The head and trunk should be erect during 
the exercise. 

Arms to thrust-- Bend! Bend trunk forward downward and 

touch floor- Begin! 16 counts. Halt! 

Mimetic exercise. Baseball Play, p. 62. 

West Point breathing. 


lesson 10 

Right- -Face! Left- Face! p. 21. 

Explain and demonstrate. Take each count separately and 
slowly. Repeat several times, always working for im¬ 
provement of class rhythm. 

Hands on hips- Place! 

Left hand on neck- Place! Change! 

Repeat the changing of hands several times to command. Vary 
the length of pause to secure alertness. Correct posture. 

Arms to thrust- Bend! 

Arms sideward, palms up- Stretch! Bend! 

Continue- One! Two! etc. 

Hold positions for corrections. Emphasize the return to 
thrust position. 


























154 


Hands on hips and feet apart- Jump! 

To position- Jump! Repeat- One! Two! etc. 

Face toward seats. Place one hand on desk and one on back of 

seat- One! Jump into seat- Two! Sit on desk 

facing hack of room- Three! 

Place toes under front edge of seat. Hands on hips- Place! 

Keeping the hack flat and head erect, incline the trunk slight¬ 
ly backward- One ! Raise- Two ! Repeat several 

times. To the floor- Jump! 

Mimetic exercise. Scooping Sand, p. 64. 

Running in place —- Begin! 

Hands on hips, run lightly on toes, 16 counts. 

Breathing exercise. Steam Engine. 

Bend the elbows far hack at the sides with the hands closed 
and the forearms horizontal and take a deep breath. Extend 
the arms forward and exhale on the sound of “ ch. ” Repeat 
five times. 

Rhythmic Steps Grade III 

These steps are suitable for both boys and girls at this age. A 
few minutes should be devoted each week to the teaching of rhyth¬ 
mic steps and once learned they provide excellent material for 
relief drills in addition to the rhythmical training. 

See “Singing Games, Folk Dances, and Rhythmic Steps ” p. 69. 
For description of the exercises see “ Rhythmic Steps” p. 70. 
For continuous forward or backward movement, have alternate 
rows about face and then two contiguous rows, one odd and one 
even, can pass around the row of seats between them. 

For sideward movement use the above formation or form the 
class in a large circle around the room. 

Kote: The hands are placed on hips in all of the following 
exercises unless otherwise indicated. Watching the feet should not 
be allowed. Emphasize heads up. 

Tapping or touch-step. Right foot forward-1, tap the floor 
lightly with the toe in the same place-2 to 7. Feet together-8. 
Same with left foot. 

Touch-step sideward. Tapping as above. 

Touch-step with arm raising sideward. 

Touch-step with arms forming circle overhead, tips of fingers 
touching. 

Touch-step sideward with opposite arm forming a half circle 
or drooping over head. 

Rise on toes and form a circle with arms overhead-1. Position-2. 
Gliding. 

Skipping. 

Glide sideward to left 8 counts; to right 8 counts. 

Glide left forward 8 counts; change step forward 8 counts; 
repeat around desks. 











155 


Hop four times on the left, then four times on the right foot 1-8. 
Eight marching steps in place 9-16. Repeat. Eight skipping 
steps forward 1-8. Eight marching steps forward 9-16. Repeat. 
Variation: With hand clapping on every step, every other step, 
etc. 

Change from marching to skip steps on command. 

Glide-step left forward 1-8; right forward 9-16. Repeat. 
Change from gliding to marching on command. 

Closing-step. 

Change-step. 

Note: For more advanced work the teacher may select suitable 
steps for this grade from the list of “ Rhythmic Steps” on p. 70. 



Folk Dances Grade II! 

BLEKING DANCE* 

Victor 17085 





14 15 16 D.C. 


Formation : Couples, single circle, partners facing and clasp¬ 
ing each other’s hands. 

Measure 1. Jump, placing right heel forward, right arm for¬ 
ward at height of shoulder, left elbow drawn back. Repeat with 
left heel and left arm forward and right elbow back. 

Measure 2. Continue three times — right, left, right — in quick 
time, touching heel to floor. 

Measures 3-8. Repeat step three times. 

Measures 9-16. Beginning with inside foot, take one hop-waltz 
in place (one measure) and one hop-waltz turning right half way 


* From Crampton’s ‘ Folk Dance Book ” Copyright 1909 by A. S. Barnes & 
Company. 

























































































156 


around (one measure). This step is done by taking two little 
hops on one foot and then two little hops on the other foot, the 
body relaxing to the side. The arm positions are similar 
to that for the waltz, except that the extended arms are moved 
vigorously up and down, corresponding to the movement of the 
hop waltz. Repeat (two measures). 

Smaller children may simply grasp hands, outside hands on 
hips and dance forward with a step hop, beginning with inside 
foot. 

HOP, MOTHER ANNIKA* 

Victor 31173 
Columbia A 3053 




Formation: Double circle. Partners face forward. Join in¬ 
side hands, outside hands on hips. 

Introduction. Bow to partners and take hands facing front. 
Measures 1-4. Walk around circle sixteen brisk steps. Begin 
with outside foot. Swing the arms. 

Measures 5-8. Skip sixteen steps. Swing the arms. Finish fac¬ 
ing partners. 

Measures 9-12. Stamp forward right. Clap partner’s right hand. 
Clap own hands. Repeat left. Repeat step three times. 
Finish facing forward. 

Measures 13-20. Polka around circle turning toward and away 
from partner. 

Repeat from beginning, changing partners. On introduction in¬ 
side partner move forward; all bow to new partner. 

* From Crampton’s “ Folk Dance Book ” Copyright 1909 by A. S. Barnes & 
Company. 




















































































157 


may pole dance (Simple version) 

Music: Same as for “ May Pole Dance ” p. 200. 

Formation: Single circle. 

Dance in circle around May Pole using simple running or 
skipping steps. 

Join hands and dance forward and backward (taking ribbons 
if desired). 

Weave by partners circling in opposite direction around the 
pole and passing alternately inside and outside of each other. 

Additional figures may be added at the discretion of the teacher. 


BROOM DANCE* 



Formation: In two rows, partners facing, with the boys ir 
one row and the girls in the other. An odd boy stands betweer 
the two rows with a broom in his hand. 

One, two, three, four, five, six, seven; 

Where has my fair play mate gone? 

In Berlin, in Stet-tin 
Where the pretty maidens live. 

Tra la la la, la la la la la; tra la la la, la la la la 
Tra la la, la la la la, la la la la, la la la la la. 

I. Measures 1-2. The pupils in each row take hold of hands, 
walk toward the center with three steps, and bring the heels 
together. 


* From Clark’s “ Physical Training for Elementary Schools ” copyright 1917 
by Benjamin H. Sanborn and Company, Chicago. 





























































158 


Measures 3-4. Retire with three walking steps and bring 
the heels together. 

Measures 5-8. Repeat, walking forward and backward; while 
the boy between the lines walks up and down between the 
lines searching for his partner. 

II. Measures 9-16. The boys go forward, including the broom- 
man, and seek partners. They join hands at shoulder 
height, and proceed around the room with a slow polka step, 
(see p. 71). The boy who has not a partner takes the 
broom. 

Singing should accompany the music. 


TANTOLI* 


Victor 17159 
Columbia A 3054 





ipa 




Formation: Double circle. Partners face forward. Join in¬ 
side hands, outside hands on hips. 

Measures 1-8. Heel and toe polka, stamping on polka step. 
Begin with outside foot. 

Measures 9-15. With hands on partner’s shoulders, hop waltz 
(step-hop) turning right. 

Measure 16. Stamp three times. 

Repeat from beginning. 


* From Crampton’s “ Folk Dance Book ” Copyright 1909 by A. S Barnes & 
Company. 

































































159 


Schoolroom Games Grade III 

Games continued from lower grades 
Automobile Race p. 135. 

Aisle Pass p. 135. 

UMBRELLA BALL 

Formation: Standing in rows of equal number. 

An open umbrella is placed on tbe floor in front of each row 
playing. Leader of each row toes a line drawn fifteen feet from 
umbrella. Each player has a ball, clothes pin, or bean bag. At 
a signal from the teacher the leaders try to toss their ball into the 
umbrella, they then sit down and the second player tosses and so 
on till the last player has tossed. The team getting the most balls 
in the umbrella wins. Each team playing should have a captain 
to see that each player toes the line. 

Suggestions: This game develops accuracy and can„be varied by 
requiring left hand tosses. 


SLAP JACK 

Children in seats. One person is “ it,” who slaps someone on 
the back. That one jumps up, running around outside of 
room in opposite direction. The one arriving at that vacant seat 
first keeps it, and the other one is “ it. ” 

FLYING DUTCHMAN 

Formation: Sitting on desks facing back of room. 

One who is chosen to be “ it ” stands facing players with a 
book in his hand. At a signal from the teacher, “ it ” hands the 
book to a player, the class then count aloud as the book is passed 
to the first five players. At the word “ five ” the one “ it ” chases 
the book. The book may be passed up and down or across the 
room. If the chaser catches the book the last one catching it is 
“ it.” Anyone dropping the book is u it.” 

Suggestions: Emphasize the fact that clever players are not 
caught, as children like to be “ it ” and may be caught purposely. 

STATUES 

Formation: One line. 

The players toe a line and face the goal which is some 
object such as a wall or a line marked on the floor. One player 
is chosen to be “ it ” and stands in front of the goal a cane in 
hand. He turns his hack to the players and says — “ Three times 
three are nine. All who move are mine.” He then begins tap¬ 
ping the cane but may stop suddenly and turn around. While he 
is tapping the players may move toward the goal, but when he 
stops tapping they must stop. If “ it ” sees any player moving 
when he turns he sends that player back to the starting point. 
Then “ it ” turns his back and the game is continued. The first 
child to reach the goal becomes “ it ” and the game is started anew. 


11 


160 


Suggestions: If played in the schoolroom only a small group 
can play at a time, one child to an aisle. It is, therefore, advis¬ 
able to chose a new team each time the game is renewed. This 
game should not be played in cold weather as there is not enough 
action in it. 

HIGH BRIDGE 

Formation: Circle. 

The players join hands in a circle. One player who is “ it ” 
remains outside. He runs around the circle and tags a player on 
the back who chases the first runner. When tie first runner has 
made a complete trip around the circle and returns to the place 
left by the second runner the players call “ High Bridge ” and 
raise their clasped hands high. Then the game continues as in 
“ Oat and Rat ” (see p. 118 ). When the one who is “it” is 
caught, the chaser becomes “ it ” and the game continues. If the 
game is played in the schoolroom the circle stands close to the 
desks till “ High Bridge ” and then move back close to the wall. 
The players may run up and down aisles but not vault seats. 

OBSTACLE RELAY 

Formation: Pupils sitting at desks, alternate rows running. 

Open three books and stand them on end four feet apart, in 
the aisle at the left of the row running. The teacher then com¬ 
mands : — “ Row two, four, six, eight raise hands.” These rows 
will run first. “ Hands down! Sit Erect! Go ! ” At the word 
“ go ” the first player in each row running, leaves his seat at the 
right, runs completely around the row of desks in which he sits 
and returns to his seat again at the same side from which he 
left. The next child then runs, doing the same thing. As each 
player returns to his seat he should sit on his desk with his feet 
under his chair. This does away with the danger of excited 
players having their feet in the aisle where runners may trip over 
them. There is little danger of the players who have not yet run 
placing their feet in the aisle as they hold the position of “ Sit 
Erect ” till they run. If any runner upsets a book, he must stop 
and set it up. When the last runner is sitting on his desk, he 
raises both hands and says, “ We won.” Each row should finish 
the race even after the winning row has been declared. After 
the even rows have raced, let the odd rows run. 

Suggestions: It is often a temptation for the last runner to 
enter his seat at the side from which he did not leave. Caution 
the players about this. Also caution the players not to say “ We 
win ” after another row has said it. Young children seem to err 
in this frequently. The race may be made longer by running it 
twice, before declaring the winner. This may be done by the leader 
running a second time when the last runner raises his hands, 
allowing the players to leave and return to their desks instead 
of leaving their chairs as they do when first running. It increases 


161 


the enthusiasm if the winning row of the odds and evens be allowed 
to race. If these two rows are adjacent it will be necessary for 
one of these rows to change places with another row in order 
that the players may run in separate aisles. 

STOOP AND STRETCH RELAY 

Formation: Standing by desks. Equal number in each row. 

Alternate rows play at one time. Rows not playing remain 
seated. A chalk line is drawn across the front of the room. The 
leader of each row toes that line, holding a bean bag in both 
hands shoulder high. At the word “ go ” from the teacher the 
leader holds the bean bag over his head and drops it hack of him. 
The next child stoops, pick it up, raises his hands over his head 
and drops it back of him, and so on down the line to the last 
player who runs front by the empty aisle to the right of players, 
toes the line and continues the game. Each time the last player 
runs forward the players move back one desk. When the first 
leader returns to the line the race is ended. The players of the 
row finishing raise both hands and say “We win.” 

Suggestions: Clothes pins may he used instead of bean bags. 
Each player must move back to another desk or the line will be 
too crowded. A child not running should watch each row to see 
that there are no errors. 

BY THE NUMBERS CHANGE* 

The pupils form a circle and are numbered consecutively. 
One person is “ it ” and stands in the center. Another on the 
outside of the circle says “ By the numbers, change, one and 
six.” The person in the center tries to get into one of the places 
left vacant when they are changing places. If he succeeds in 
getting one of these places the one left out becomes “ it. ” 

CHANGING SEATS 

All the players are seated. The leader gives commands, such 
as, “ change right,” “ change left,” “ change front,” “ change rear,” 
all players moving in the direction of the command. The players 
who are forced into the aisles, next to the side or rear walls or 
the front of the room, run to the vacant seats at the opposite side, 
rear or front of the room. 

Variations. 1. Pupils skip or hop to the seats. 2. Run 
around several Indian clubs, or jump a low hurdle in running 
to the seats. 

BAG PILE 

Players stand between rows of seats. Put 10-15 bean bags on 
front desk of each row. At a signal the first player takes the bags 
one by one and, passes them down the line. The last player places 

* From “ Games for the Playground, Home, School and Gymnasium,” by 
Jessie H. Bancroft. Used by permission of the author and The Macmillan 
Company, publisher. 



162 


the first bag in a circle on the floor. The first row to get its 
bags in the circle wins. The player who stacked the bags then 
brings them to the front and becomes first player for the next 
time. When each player has had a turn at stacking the bags, see 
which row has won the most times. Clothes pins may be used 
instead of bags. 

HUCKLE, BUCKLE, BEAN STALK 

Formation: Heads bowed on desks. 

Thimble (or piece of chalk) hidden where it can be seen with¬ 
out having to move anything. When object is hidden the teacher 
says “ Huckle, Buckle, Bean Stalk/’ Players then begin to hunt. 
Player spying it moves to another part of the room, as though still 
looking; finally he sits, saying, “ Huckle, Buckle, Bean Stalk.” 
Game continues until everyone is seated, if time permits. 

Variation . After spying the thimble and moving near his seat, 
the knees may be bent three times before sitting, or take some 
arm movement, as raising forward, upward. Stretching to the 
side, etc., may be taken after the thimble has been discovered. 

MOVING DAY BELAY 

Formation: Sitting at desks. Equal number of players in each 
row. 

Draw two circles six inches in diameter with rims touching in 
front of each row. In one of each pair of circles place a clothes pin, 
bean bag or other unbreakable object. The game is played like Ob¬ 
stacle Relay excepting that as each runner runs front he must stoop 
and move the object from one circle into the other. The first row 
whose last player is sitting on his desk raise their hands and say 
“ We win.” 

Suggestions: If it is desired to make the game longer it may 
be done by having each player run twice before declaring the 
race ended. In doing this, the players sit on their desks when 
returning the first time and when the last player is on his desk 
the first player runs again sitting in his chair as he returns. 

THANKSGIVING GAME 

A leader stands in the front of the room. He tells the class 
to do different things (stand, sit, stoop, jump, etc.) but the class 
does not obey his command except when the command is preceded 
by the name of something found on the Thanksgiving table. That 
is, if he should .say: “ Turkey says stand ” the class stands or 

“ Pie says sit ” then class sits. But should he say just “ Sit ” or 
“ House says sit ” then the class does not obey his command. 
Any member of the class who fails to act at the right time 
takes his seat. The game continues till the last pupil fails. 


163 


SET UP RELAY 

Formation: Pupils sitting in rows of equal numbers. Three 
books opened and stood on end in each aisle. 

Explanation: Alternate rows run at one time. At the word 
“ Go ” the first player of each row contesting runs just as in 
Automobile Race (see p. 135) but he must jump over the books 
and if he upsets one he must pick it up before proceeding. When 
he reaches his own place he sits on his desk facing back of room. 
The second player starts and so on. 

First row tQ finish says “ We win. ” 

Outdoor Games Grade III 

Games continued from lower grades 
Statues p. 159. 

High Bridge p. 160. Day and Night p. 139. 

BLIND man’s BUFF WITH A WAND 

Players form a circle. One pupil stands in the center with 
eyes closed and holding a wand. The others join hands and skip 
around him until he taps three times on the floor, when they stop. 
The one in the center, holding the wand behind him, points to 
some player in the circle, who, grasping the end of it, says, “ Good 
morning, John ” (or may answer three questions which the one 
in the center may ask). If the one in the center guesses correctly 
who is speaking, the two change places. (Voices may be dis¬ 
guised.) 

HOUND AND RABBIT* 

Formation: Circle in groups. 

A considerable number of the players stand in groups of three 
with their hands on each other’s shoulders, each group making 
a small circle which represents a hollow tree. In each tree is 
stationed a player w T ho takes the part of a rabbit. There should 
be one more rabbit than the number of trees. One player is also 
chosen for hound. The hound chases the odd rabbit, who may 
tak^ refuge in any tree, always running in and out under the arms 
of the players forming the tree. But no two rabbits may lodge 
in the same tree; so as soon as a hunted rabbit enters a tree, the 
rabbit already there must run for another shelter. Whenever 
the hound catches a rabbit, they change places, the hound becom¬ 
ing rabbit and the rabbit hound. Or the hound may at any time 
become a rabbit by finding shelter in an empty tree, whereupon 
the odd rabbit who is left without shelter must take the part 
of the hound. 


* From “ Games for the Playground, Home, School and Gymnasium,” by 
Jessie H. Bancroft. Used by permission of the author and The Macmillan 
Gompany, publisher. 



164 


GARDEN SCAMP* 

Formation: Circle. 

The players form a circle and join hands. One player is 
chosen to be the scamp and stands inside the circle (the garden). 
A second player is secured for the gardener and stands outside the 
circle (garden wall). 

The gardener says, u Who let you into my garden ? ” The scamp 
answers, “ No one,” and runs. The gardener tries to catch him. 
The scamp may perform all sorts of stunts such as rolling 
over on the ground, hopping on one foot, and the gardener 
must imitate every action. Should he fail to do *so, the scamp 
chooses a new gardener and the first returns to the circle. If the 
gardener catches the scamp he returns to the circle, the scamp 
becomes gardener, and chooses a new scamp. 

If played in the schoolroom, the circle should be as near the 
seats as possible so there will be room for the runners. The 
gardener may dodge up and down the aisles or leap over the 
desks, skip, or assume any position while running. 

Suggestions: If played indoors where open windows make a 
draft, the circle should move to the left singing “ Round We Go ” 
p. 104, after each change of players. 

FRENCH BLIND Man’s BUFFf 

All the players are numbered, and one player is blindfolded. 
The others, standing some distance apart, form a ring about him. 
The one in the center calls out two of their numbers, and players 
having these numbers change places at once. While they are 
changing, the center player tries to catch one of them. If he suc¬ 
ceeds, he takes the place of the player he has caught, and that 
player goes to the center and is blindfolded in his turn. 


* From “ Physical Training for the Elementary Schools,” Clark. 
1917 by Benj. H. Sanborn & Company, Chicago. 


Copyright. 


t From Keene’s “ Manual of Physical Training, Games, and Mass Competitions.” 

Copyright 1914 by World Book Company, Yonkers-On-Hudson, New York. 



165 


Grade IV 


1. Content 

Gymnastics and marching 
Active games 
Athletics 
Folk dances 

2. Adaptation 

Recreation 

Promotion of growth by exercises of the large muscles 
Stimulation of breathing and circulation 
Rhythmical training 
Improvement of posture 

To secure promptness in response and accuracy in execu¬ 
tion of combinations of simple exercises 
Ethical training by means of supervised athletics 

3. Suggestions for Teachers 

Read and study Parts I and II with particular reference 
to the chapters devoted to the content of the course for 
this grade. 

Do not teach a new play or game until the previous one 
has been mastered. 

Play out of doors whenever possible. 

Open windows w T ide and keep the class active 
Game formations see p. 66. 

Introduction to gymnastic lesson is the same for all 
lessons, see p. 33. 

Explanation of gymnastic exercises, p. 27; marching 
commands, p. 19. 

Demonstrate exercise by commands, repeat in rhythm 
where indicated. 

Commands that are indented are continuations of the 
marginal exercise. 

Use correction cues, p. 58. 

End every lesson with a breathing exercise. 

Relief drills are not formal. Do not aim for accuracy 
or rhythm. The aim should be relaxation. 

Use one gymnastic lesson for two weeks. 


166 


Relief Drills Grade IV 

Introduction: To open and close the lesson, see p. 33. 
Leadership: See part II p. 44, and relief drills grade III p. 142. 
Drills: Change drill every two weeks. 

1. Rise on toes and raise arms sideward upward-1. Return-2. 

Repeat 16 counts. 

Mimetic exercise. Ferry-boat, p. 6J. 

West Point breathing. Keeping arms at sides, turn hands 
outward with deep breathing-1. Hands returning-2. 

2. Raise arms sideward upward-1. Bend trunk forward down¬ 

ward until fingers touch floor-2. Return-1. Repeat 16 
counts. 

Mimetic exercise. Jumping Jack, p. 61. 

West Point breathing. 

3. Arms at upward bend position. Stretch arms overhead and 

touch left toe forward-1. Bend arms, foot replace-2. 
Repeat 8 counts. Continue arms, touch right toe forward, 
8 counts. Alternate left and right, 16 counts. 

Mimetic exercise. Scooping Sand, p. 64. 

West Point breathing. 

4. Mimetic exercise. Shaking Fruit from Trees, p. 63. 

Hands on hips. Run in place, raising straight legs alter¬ 
nately forward. 

West Point breathing. 

5. Mimetic exercise. Chopping Wood, p. 63. 

Mimetic exercise. Jack in Box, p. 61. 

West Point breathing. 

6. Raise left arm forward upward and place left heel forward-1. 

Change, right arm up and right heel forward-2. In 
hopping rhythm, 16 counts. 

Mimetic exercise. Hoisting the Sail, p. 63. 

West Point breathing. 

7. Arms at upward bend. Stretch arms upward and rise on 

toes-1. Return-2. 16 counts. 

Deep knee bending 10 times. Balance by placing a hand 
on desk at one side. 

West Point breathing. 


167 


8. Raise arms sideward upward-1. Lower arms, raise right 

knee upward and clap hands under the thigh-2. Repeat 
16 counts. Left knee 16 counts.’ 

Hopping exercise. Hands on hips. Hop in place on both 
feet 16 counts. Jump feet apart and together alternately, 
16 counts. 

West Point breathing. 

9. Mimetic exercise. Cowboys Throwing Lasso, p. 61. 

Hands on hips. Hop twice on left foot raising right leg 

sideward; change feet quickly and hop twice on right 
foot with left leg raised to the side. 16 counts. 

West Point breathing. 

10. Mimetic exercise. Windmill, p. 61. 

Running in place raising straight legs alternately backward. 

Swing arms vigorously by the sides. 16 counts. 

West Point breathing. 

11. Mimetic exercise. Teamsters Warming Up, p. 64. 

Jump feet apart and place hands on neck. Trunk twisting 
right and left. 16 counts. 

West Point breathing. 

12. Mimetic exercise. Climbing Ladder, p. 61. 

Right face in aisle. Raise arms sideward and jump feet 
apart. Trunk bending to right until fingers of right hand 
touch floor; bend to left, and repeat in rhythm. 

West Point breathing. 

13. Mimetic exercise. Mowing with Scythe, p. 63. 

Right face in aisle. Hands on hips. Raise right leg side- 
ward-1. Replace-2. Raise leg to left sideward-3. Re- 
place-4. Continue in rhythm 16 counts. 

West Point breathing. 

14. Mimetic exercise. Throwing Baseball, p. 62. 

Mimetic exercise. Bicycle, p. 61. 

West Point breathing. 

15. Jump feet apart and arms at forward bend. Bend trunk to 

right and fling arms sideward-1. Return-2. Repeat in 
rhythm 16 counts. To left 16 counts. 

Running in place kicking heels backward as high as possible. 
16 counts. 

West Point breathing. 

Note: To construct new drills use mimetic exercises, p. 61; 
rhythmic steps, p. 70; stunts, appendix I p. 328; and gym¬ 
nastic lessons. 


168 


Gymnastic Lessons Grade IV 

LESSON 1 

Review marching of grade III. 

Mark time- March! Forward- March! Halt! 

Explain and demonstrate starting with left foot and uniform 
halting to a one, two rhythm. 

Try for class rhythm and soldierly posture. 

Hands on hips- Place! Position! 

Emphasize posture with chest and head raising. 

Repeat in response to counts, One! Two! etc. 

Foot placings p. 31. Hands on hips- Place! 

Right (left) foot forward- Place! Replace! 

Right (left) foot sideward- Place! Replace! 

Arms upward -- Bend ! Arms sideward- Stretch ! Arms 

-Bend! Downward-- Stretch! Correct posture in 

each position and try for definite, accurate movements. Repeat 
in response to 4 counts with varying length of pause. 4 times., 

Mimetic exercise. Chopping Wood, p. 63. 

Try for large vigorous movements and a spirit of play. 
Hopping exercise. Hands on hips. 

Hopping on toes in place- Begin! 20 counts fast time. 

Skipping once around one row of seats. 

West Point breathing p. 148. 


lesson 2 

Marching around one row of seats, p. 149. 

Review lesson 1. Aim for improvement. 

While marching forward, command: On toes- March! 

To resume ordinary marching, Forward- March! 


Hands on neck 


Place! Position! 


Repeat in response to count, One! Two! etc. 

Make this a good postural exercise. Watch for tilting head 
and protruding abdomen. To correct, draw chin in, raise 
arms sideward during movement and incline forward slightly 
until weight is over toes. 

Arms forward- Bend ! Arms sideward- Fling! Bend! 

Repeat, One! Two! Later combine with heel raising on, One! 
Lowering, Two! 

Hand .on hips- Place! Trunk forward- Bend! 

Raise! Trunk to the right (left)- Bend! Raise! Re¬ 

peat forward, right and left several times in response to com¬ 
mand. Hold positions to make corrections. 


Vaulting Seats p. 151. 

Mimetic exercise. Shaking Fruit from Trees, p. 63. 

Mimetic exercise. Sewing Machine, p. 61. 

West Point breathing. 




















169 


LESSON 3 

Marching around one row of seats. 

Explain and demonstrate marching in double time. Double 

time-March! To resume ordinary marching command: 

Forward-March! 

Hands on shoulders-*—Place! Position! Move arms upward 

through the side horizontal and emphasize head and chest 
raising. Later combine with heel raising. Repeat in re¬ 
sponse to count, One! Two! etc. 

Bend arms upward and place right foot sideward-One! 

Stretch arms sideward-Two! Return to one- 

Three! Position-Four! Repeat in response to 4 counts. 

4 times. 

Hands on hips--Place! Right knee upward-Bend! 

p. 51. Lower! Same left. Repeat in response to count, 
One! Two! etc. 

Review trunk bending to command, lesson 2. 

Mimetic exercise. Driving Stakes with Sledge Hammer, p. 63. 

Hopping exercise. Hands on hips. 

Jump feet apart and together on alternate counts in fast 
time. 20 counts. 

West Point breathing. 

lesson 4 

Marching around one row of desks. Mark time 8 counts; march 
forward, 8 counts; and continue alternation until com¬ 
mand, Class--Halt! In early lessons teacher or class 

may count aloud. Later the class should count silently and 
establish its own rhythm. 

Hands on head--Place! Raise head and chest-One! 

Relax-Two! Repeat several times. Later add heel 

raising. 

Bend arms upward-One! Stretch arms upward —-Two! 

Return to bend-Three! Position—-Four! Re¬ 

peat in response to count. Explain and demonstrate posture 
carefully. This is often a difficult exercise. Watch position 
of head and hips. To correct, incline slightly forward over 
toes. 

Place hands on hips and bend trunk forward--One! Posi¬ 
tion-Two! Repeat by response. Same combination 

of exercises to right and left. 

Mimetic exercise. Windmill, p. 61. 

Mimetic exercise. Bicycle, p. 61. 

West Point breathing. 



















170 


LESSON 5 

Serpentine marching, p. 149. 

Aim for class rhythm, brisk step and good posture. Review 
marching on toes, double time, marking time, marching 
forward from stand, and halting. 

Hands on hips- Place! Head backward- Bend! 

Raise! Repeat, One! Two! This is a raising of head and 
chest with straightening of upper spine. Avoid dropping 
the head loosely backward. 

Raise arms sideward- One! Place hands on neck- 

Two! Return to one- Three! Position-- Four! 

Repeat in response to four counts, 4 times. Emphasize pos¬ 
ture, see lesson 2. 

Hands on hips- Place! Right (left) leg forward- 

Raise! Lower! Repeat, One! Two! etc. Right face in aisles 
for right and left sideward raising. 

Mimetic exercise. Weather Vane, p. 61. 

Mimetic exercise. Snowballing, p. 62. 

Hopping exercise. Hands on hips. 

On “ One ” spring up and place right foot forward and left 
backward; on “two” change position of feet and continue 
in fast time. 

West Point breathing. 

lesson 6 

Right- Face! Left-- Face! 

Explain and demonstrate. Take each count separately and 
slowly. Omit the count when a class rhythm is established. 

Place hands on hips and right foot forward-- One! Head, 

chest and heel raising-Two! Return to one-- 

Three! Position -Four! Repeat to four slow counts, 

2 times. Same with left foot forward. 

Raise arms sideward- One! Bend arms forward- Two! 

Fling sideward- Three! Position- Four! 

Try for good posture and definite accurate movements in 
response to counts. Vary length of pause. Hold positions 
to make corrections. 

Arms upward bend and trunk forward bend or right or left 
sideward. Two counts to each exercise, e.g., Bend arms up¬ 
ward and trunk to the right- One! Two! 

Mimetic exercise. Hoisting Sail, p. 63. 

Hopping exercise. Hands on hips. 

Hop in place with feet together for 8 counts; spread feet; 
and continue hopping 8 counts; together 8 counts. Halt! 

West Point breathing. 




















171 


LESSON 7 

About- Face! 

Explain and demonstrate by taking each count separately and 
slowly. Do not expect accurate execution in early lessons. 
Review left and right face. 

Give several facing commands in rapid succession. 

Place hands on neck and right foot sideward-—- One! 

Return- Two! Repeat in response to count. 

Emphasize posture. 

Arms upward-- Bend! Arm stretching upward and foot 

placing sideward to right- One! Return- Two! 

Repeat several times. See lesson 4. 

Hands on hips- Place! Knees-- Bend! (half) p. 31. 

Stretch! Repeat, One! Two! Later combine with simple 
arm movement starting from position, e.g., Place hands on 
hips (or neck) etc. and bend knees- One! Two! etc. 

Mimetic exercise. See Saw, p. 61. 

Mimetic exercise. Climbing Ladder, p. 61. 

West Point breathing. 

LESSON 8 

One step forward- March! 

One step backward- March! 

Step left foot forward (backward)- One! 

Close right foot to left—- Two! When learned omit 

counting aloud. 

Review facings and use with the above. 

Give the commands briskly and in rapid succession to secure 
alertness. 

Arms forward- Bend ! Change to hands on neck- One! 

Return- Two! Repeat 4 times with elbows well back 

and emphasis on head and chest raising. 

Arms sideward-- Raise! Arms upward- Raise! 

Sideward- Lower! Downward- Lower! 

Repeat in response to 4 counts. Explain and demonstrate 
carefully. This is a difficult exercise and requires careful 
attention to posture. Avoid forward tilting of head and pro¬ 
truding abdomen. 

Hands on neck- Place! Hold this position and execute for¬ 

ward and sideward trunk bendings in response to count, One! 
Two! etc. The head should be erect, back flat and elbows 
well back. Hold momentarily to make quick corrections. 
Avoid strain. 

Mimetic exercise. Scooping Sand, p. 64. 

Rhythmic Step. Rocking step, p. 71. 

West Point breathing. 























172 


LESSON 9 

Two steps forward (backward)- March! 3 counts. 

Walk through steps slowly to count until learned. 

Aim for alertness and precision. 

Review one step and facings with above. 

Arms sideward raise and right foot forward-- Place! 

Turn palms up and bend head backward- One! 

Return- Two! Repeat several times. Position! Same 

left. 

Arms upward -- Bend ! Stretch arms sideward and twist 

trunk to right—- One! Return- Two! Repeat to 

count, 4 times. Same left. 

Hands on hips place and feet apart- Jump! Position! Re¬ 

peat, One! Two! Vary length of pause. 

Mimetic exercise. Throwing Baseball, p. 62. 

Mimetic exercise. Jumping Jack, p. 61. 

West Point breathing. 


lesson 10 

Backward- March! Teach while standing in aisles, later 

around one row of seats. Use short quick steps. Establish 
a class rhythm with aid of counting or hand clapping. 

Alternate marking time and backward marching by changing 
on command or a specified count. 

Place hands on shoulders and right foot sideward- One! 

Position- Two! Repeat to count with emphasis on 

head and chest raising. Avoid exaggerated forward curve 
of lower spine. Same left. 

Arms upward bend and feet apart- Jump! 

Stretch arms sideward and bend trunk to right-- One! 

Return- Two! Repeat 4 times. Same left. Position! 

Deep knee bending. Face toward seats. Place hands on desks or 
back of seat, while learning the exercise. Bend knees deeply 
keeping head and trunk erect. The knees should be spread 
and heels raised. Later use one hand for balancing and then 
with hands on hips. 

Mimetic exercise. Cowboys Throwing Lasso, p. 61. 

Rhythmic step. Bleking step, p. 72. 

West Point breathing. 














173 


Rythmic Steps Grade IV Girls 

These steps are suitable for both boys and girls at this age. A 
few minutes should be devoted each week to the teaching of 
rhythmic steps and once learned they provide excellent material 
for relief drills in addition to the rhythmical training. 

See “ Singing Games, Folk Dances, and Rhythmic Steps,” 
p. 69. 

For description of the exercises see “ Rhythmic Steps,” p. 70. 

For continuous forward or backward movement, have alternate 
rows about face and then two contiguous rows, one odd and one 
even, can pass around the row of seats between them. 

For sideward movements use the above formation or form the 
class in a large circle around the room. 

Note: The hands are placed on hips in all of the following 
exercises unless otherwise indicated. Watching the feet should 
not be allowed. Emphasize heads up. 

Review all steps taught in third grade. 

Polka-step 

Gallop-step 

Mazurka balance 

Glide polka 

Closing-step forward, 8 counts; mazurka balance, 6 counts, re¬ 
peat, etc. 

Step-courtesy 

Rocking-step 

Draw-step 

Double step-hop left and right forward 1-6. Six marching 
steps forward 7-12. Repeat. 

Double touch-step left forward 1-2. Change-step left forward 
3-4. Same right 5-8. Repeat. 

Four step-hops forward 1-8. Four gallop-steps left and four 
right forward 9-16. Repeat. 

(Circle formation). Six skip-steps and six gallop-steps left 
(right) sideward. A slight turn of the body while cross-stepping 
in front should be permitted. 

Eight skipping steps forward 1-8. Eight gallop-steps left 
forward 9-16. Repeat. 

Four glides left forward 1-4. Four glides right forward 5-8. 
Repeat. Variation: Repeat with clapping hands on the first of 
four glides. 

Change from skip-steps to gallop-steps, to marching, etc., on 
command. 

Touch-step left forward-1. Touch-step left backward-2. Change- 
step left forward 3-4. Same right 5-8. Repeat. 

Balance-step forward left and right. Same backward. 

Note: For more advanced work the teacher may select suitable 
steps for this grade from the list of “ Rhythrpic Steps” on p. 70. 


174 


Folk Dances Grade IV 

ENGLISH HARVESTERS DANCE* 




* i 


Formation: Single circle. Partners face forward, hands on 

ps. 

Measures 1-8 Run forward sixteen steps. Turn about and 
run sixteen steps to starting position. Finish facing part¬ 
ners. 

Measures 9-16. Hook right arms and run sixteen steps, couple 
turning in place. Hook left arms and repeat to position. 
Finish side by side, facing forward. 

Measures 17-24. Partners join inside hands and run forward 
twelve steps, the one on the inside turns in place, leading 
the one on the outside to the inside position with four run¬ 
ning steps. Run twelve steps back to position and repeat 
the turn with four steps. Finish with inside partner behind, 
outside in front, partners’ hands clasped over head. 

Repeat from beginning. 


* From Crampton’s “ Folk Dance Book ” Copyright 1909 by A. S. Barnes & 
Company. 























































































175 


POP GOES THE WEASEL* 


Victor 17100 
Columbia A 3078 




=?P= 






Formation: Two lines facing forward. 

Measures 1-4. First one in each line turns outward. Goes 
eight steps down the line toward the foot of the set. 

Measures 5-8. Return up the outside of their lines to the head 
of the set. 

Measures 9-12. First couple join inside hands, take eight steps 
down the center toward the foot of the set. 

Measures 13-16. Face about and return to the head of the 
line. 

Measures 1-6.. First couple join hands with the second one on 
the left, swing once and a half around. 

Measures 7-8. The third dancer pops under the raised arm of 
the first couple to the head of the line. 

Measures 9-16. Repeat with dancer at head of the right line. 

Repeat this swing until the first couple are at the foot of the 
line. 

Repeat all with the new leaders. 


* From “ American Country Dances,” Burchenal By courtesy of G. Schirmer, 
Inc., New York. 


12 















































































176 


HIGHLAND SCHOTTISCHE* 


Victor 17331 
Columbia A3039 





78 9 



10 11 12 


Formation: Single Circle. Partners face each other. Left 
arm in half circle over head, right hand on hip. 

Measures 1-4. (1). Touch right toe to right side, hop left. 

(2). Raise right in back of left knee, hop left. (3). 
Touch right toe to right side, hop left. (4). Raise right 
in front of left knee, hop left. (5-8). Schottische step 
(p. 72) to right — slide, cut, leap, hop. Repeat step start¬ 
ing to left, right arm up. 

Measures 5-12. Partners hook right arms, left hands on hips. 
Starting with the left foot, three running steps, and hop, 
extending right foot. Repeat three times. Hook left arms 
and repeat the step starting with the right foot. Repeat, 
twice. On the last measure run forward four steps to 
meet new partner. 

Repeat from beginning. 


* From Crampton’s “ Folk Dance Book ” Copyright 1909 by A. S. Barnes & 
Company. 



























































TO-DAY'S THE FIRST OF MAY* 


Victor 1776 



♦ * 


# £r 9 - — 





1 -:- — 1 


A 

9 




Formation: Double circle, all facing left. Partners join in¬ 
side hands and place the outside hand on hip. 

1. To-day’s the first of May, 

To-day’s the first of May, May, May; 

Today’s the first of May, 

Today’s the first of May. 

2. Good-bye, farewell, my friend, 

We’ll meet again some day, some day; 

We’ll meet again some day, 

Before the first of May. 

First Verse 

All dance eight polka steps forward, beginning with the out¬ 
side foot and turning toward and from each other alternately. 
Swing the arms backward and forward vigorously. 

Second Verse 

Line 1. Partners face each other and shake right hands. At 
the word “ friend ” they slap right hands. 

Lines 2 and 3. Outer circle skips forward around the circle; 
inner circle turns and skips in the opposite direction. 

Line 4. Each player stops just in front of his former partner 
and faces forward for repetition of the game. 

Later can be used with changing partners by stopping at the 
player just in front of his former partner. 

MAY TOLE DANCE 

Same as for Grade III p. 157. 


♦From Crampton-Wollaston's “Song Play Book” Copyright 1917 by A. S. 
Barnes and Company. 






























178 


Schoolroom Games Grade IV 

Games to be continued from lower grades 

Slap Jack p. 159 Numbers Change p. 161 

Bag Pile Belay p. 161 Changing Seats p. 161 

VAULTING RELAY* 

The game is here described for a room containing six rows of 
seats, A, B, C, D, E, F, with an aisle at the rear and each side of 
the room. Each row should contain the same number of players. 
The players stand in the aisles at the right of their desks and 
the first player in each aisle has a bean bag. 

At the leader’s command he passes the bag over his head with 
both hands to the next player behind, vaults over his own seat by 
placing his hands on his desk and the back of the seat, into the 
aisle at his left, moves back one seat and vaults back into the right 
aisle, thus leaving the first seat vacant. The last player in the 
row does not vault a seat, but runs forward, along the rear aisle 
and up the side aisle, as soon as he receives the bag. 

In running to the front the players in rows A, B, and C run to 
the right and the players in rows D, E and E to the left. The last 
player of row C runs to the vacant position in the front row A; 
the last player in row A runs to the vacant position in front of 
row C; the last player in row B runs to the front of his own 
aisle. The players of rows D, E and F run in like manner. The 
length of each player’s run is therefore the same. The row wins 
whose last player, after all have run, is first to take his position 
in the proper aisle. 

SUPPORT TAG 

Not more than 10 or 12 pupils play the game at one time. One 
player is chosen to be “ it ” and he endeavors to tag the other 
players who may save themselves by kneeling on a vacant seat so 
that the feet will not touch the floor, or by placing their hands on 
two opposite desks, and thus supporting their weight, so that the 
feet will not touch the floor. Whoever is tagged before assuming 
one of the above positions becomes u it. ” 

Variation : Players hop instead of run. 

For the playground or gymnasium: Players permitted to use 
any support from which they can hang. 


OVERHEAD RELAY 

Alternate rows play, and there should be the same number of 
players in each row, all players seated. The first pupil in each 
row has an eraser or book or bean bag upon his desk. Upon 
command the pupil seizes the object with both hands, and passes 


„ * J T rom “ Physical Training for the Elementary Schools,” Clark. Copyright 

1917 by Benj. H. Sanborn & Company, Chicago. 



179 


it over his head. The object is immediately grasped by the next 
player who passes it over his head, with both hands, and so on 
until the last player receives the object. Upon receiving the 
object, the last player runs up the right side of the row, while 
the other players, using the left aisle, move back one seat, leaving 
the front seat vacant. The last player, after seating himself in 
the front seat, passes the object over his head with both hands, 
and the relay continues as before. The row that first returns all 
of its players to their original seats wins the relay. 

Variations: (1) pupils hop to the vacant seat; (2) players 

run to the front passing around an Indian club, before seating 
themselves; (3) the whole room may play at the same time, 
if the players in rows 1 and 2 move back in the aisle separating 
the two rows, while the players of row 1 run up the right side 
of their row. The players of rows 3 and 4, and 5 and 6 move in 
like manner. Ho conflict whatever will occur because all players 
in the same aisles are moving in the same direction. 

LAST MAN 

Players seated at desks. Rows playing must he full rows. The 
game is much like “ Pox and Squirrel. ” One player is “ it ” and 
there is one runner, besides the full rows of seats. The runner 
may come to the front of any row and call “ Last man” and 
then each player in that row must move back one place, leaving 
the front seat for the runner, who is now safe. The last one in 
the rear of the row will he out of place and thus becomes runner. 
When a runner is tagged, he is “ it ” and the one who caught him 
becomes runner and must get out of the way at once. 

POTATO RACE 

(Individual contest.) Mark a starting line near one side of an 
open playing space; 6 feet from it make a circle 18 inches in 
diameter, and at intervals of 3 feet from the circle and beyond 
it mark from three to five crosses, depending on the size of the 
room. In the circle place as many bean bags, potatoes, erasers 
or blocks of wood as you have crosses. This is the outfit for one 
runner; provide as many as room and time will allow. The 
players can do this quickly by organizing the work. At the signal 
each player who is to run starts forward from the starting line, 
takes a bag from the circle and places it on a cross, returns and 
gets another and places it likewise, and continues until all are 
placed; then he returns to a starting line. The first to cross the 
starting line after doing his work is winner. It is a foul to fail 
to leave a bag on a cross. The next set of runners can start with 
the bags on the crosses and bring them one by one to the circle. 

This can be made a group contest by having teams and counting 
the scores in the different races. It can be done in the aisles of 
the schoolroom. 


* 


180 


CARRY AND FETCH 

Same number of players in each row and each player has a 
bean bag or book. A circle is drawn on the floor, in front of each 
row, near the wall. At the leader’s command the first player in 
each row places his bag in the circle and returns to his seat. As 
soon as he is seated the player behind him runs forward and 
places his bag on top of the first bag, and so on. The row wins 
whose last player first returns to his seat, taking into consideration 
the manner in which the bags are piled. The bags are then 
removed from the circle, beginning with the last player; no player 
leaving his seat until he has been touched by the returning player. 
The row wins whose first player is first seated. 

Variations : 1. Run or skip. 2. Each player carry two 

different articles, making two separate piles. 

CORNER SPRY 

Place a group in each of the four corners. Four captains stand 
in the center facing their groups, each having a bean bag. At 
the signal each captain tosses the bag to the first player of his 
group, who returns it to the captain. It is passed in this way to 
all the players, and when it reaches the last one the captain calls, 
“ Corner spry,” at which the first player runs out and becomes 
captain. All the players move up one place. Each player thus is 
captain in turn and each tosses the bag to all the players before 
calling “ Corner spry.” The team whose original captain comes 
to the captain’s position and receives the ball first after all the 
rest have served wins the contest. 

THANKSGIVING GAME 

Each pupil is named for something to be found on the Thanks¬ 
giving dinner table. Some one is chosen leader. The leader stands 
in the front of the room and calls the name which has been given 
to a pupil, three times; if the pupil fails to say that name before 
the leader has said it three times then the pupil must be leader. 
Occasionally a leader may say, “ Upset the dinner table. ” Then 
each pupil moves one seat to the right and the row left without 
seats must run around the back of the room and get a chair in 
the empty row at the left. If the leader is able to get a seat in 
the scramble, the one standing becomes leader. 

Names of articles to be used: 


table cloth 

sugar bowl 

vinegar 

water 

napkin 

gravy 

turkey 

cups 

knife 

bread 

dressing 

saucers 

fork 

butter 

celery 

plates 

spoon 

potatoes 

cranberries 

coffee 

ladle 

salt 

milk 

corn 

pitcher 

pepper 

glasses 

tomatoes 


181 


peas 
beets 
carrots 
lettuce 
ice cream 


cake 

mince pie 
pumpkin pie 
squash pie 


carving knife 

chicken 

duck 

cauliflower 


macaroni 

oysters 

olives 

pickles 


HOT BALL 

Formation: Players sitting at desks. One player standing at 
the front of the room, facing the class. This player is provided 
with a tennis ball, and is called the leader. 

Explanation: The one standing at the front tosses the ball into 
the class; the players seated try not to let the ball touch them. They 
may dodge it in any way so long as they do not leave their seats. 
If the ball does not touch a player it may be picked up by any 
one and tossed back to the leader, who continues to toss until the 
ball touches a player who must then be the one to toss. 

Suggestions: If any player throws the ball instead of tossing 
it he should drop out of the game entirely. Some children like 
to be caught. Discourage this by emphasizing the fact that chil¬ 
dren who are quick and alert seldom get caught. 


BUZZ 

Formation: Pupils sitting on desks facing the back of the 
room. 

Explanation: This is a counting game. Begin in one end of 
the room with the number “ one ”; the next player says “ two ”; 
the next “ three ” etc. Ho player may say the number “ seven ” 
or any multiple of seven, or any number having a seven in it, 
such as, 7, 14, 21, 27, 28, 35, etc. When it is a player’s turn to 
say a number and that number is one related to 7, the player says 
“ Buzz ” instead and the next player says the next number as: 
1, 2, 3, 4, 5, 6, Buzz, 8, 9, 10, 11, 12, 13, Buzz, etc. 24, 25, 26, 
Buzz, Buzz, 29, etc. If any player says a number related to 7 the 
players all say “ Buzz ” and the next player begins the game again 
with 1. The seventies will be counted as Buzz 0, Buzz 1, Buzz 2, 
Buzz 3, etc. 

Suggestions: The interest in this game is increased by placing 
a small star on the board, and keeping in it the highest count 
reached by the class. The game may be slow at first, but after 
a little practice proves to be a great favorite. 


182 


Outdoor Games Grade IV 

Games to be continued from lower grades 
Garden Scamp p. 164. 

Hound and Babbit p. 163. 

THE TRAVELING BALL 

A circle is formed with pupils facing toward the center. The 
pupils stand close together. The ball passes from hand to hand, 
to the left or right. One player outside the circle tries to touch 
the one who has the ball. If he succeeds, the two change places. 
If a player drops the ball (that happens very often) he becomes 
“ it.” If you have a large class, form two or three circles. 

LINK CHASE 

Two players link hands and attempt to tag some of the sur¬ 
rounding players. All players tagged take their places between 
the two first players, the chain growing longer with each new 
addition. The outstanding players can break the chain if pressed 
too closely. If successful in this, those forming the chain must 
run to base to unite again, the other players tagging or riding 
(straddling) them by jumping on their backs while on their way 
to the base. Players stepping out to rest must not leave bases. 
The last two players caught must begin the game anew. 

CALL BALL 

The players form a circle and one of the players stands in the 
center with a ball. The center player calls the name of some 

player in the circle and immediately throws the ball into the 

air. The player whose name has been called endeavors to catch 
the ball on the first bound. If he makes a successful catch he is 
permitted to throw the ball and the center player takes his place 
in the circle; otherwise the center player throws the ball again. 

Variations : 1. Humber the players. The center player then 

calls a number. 2. The leader indicates who is to catch the 

ball. 3. Take turns in throwing and catching the ball. 4. 

Catch ball before it touches the ground. 

BLIND man’s BUFF * 

One player is chosen to be blindfolded and stands in the center. 
The other players join hands and circle around him until the 
blind man claps his hands three times, whereupon the circle stops 
moving and the blind man points toward the circle. The player 
at whom he points must at once step into the circle, and the blind 
man tries to catch him, and when caught must guess who the 


* From “ Games for the Playground, Home, School and Gymnasium ” by 
Jessie H. Bancroft. Used by permission of the author and The Macmillan 
Company, publisher. 



183 


player is. If tlie guess be correct, they change places. If not 
correct, or if the blind man has pointed at an empty space instead 
of at a player, the circle continues and the game is repeated. The 
player who is called into the circle will naturally try, by noiseless 
stepping, dodging, etc., to give the blind man some difficulty in 
catching him, but when once caught must submit without struggle 
to examination for identification. 

I SPY* 

One player is chosen to be the spy, who blinds his eyes at a 
central goal while the other players scatter and hide. The spy 
counts one hundred, upon the completion of which he announces 
his readiness to take up the hunt by shouting aloud: — 

“ One, two, three! 

Look out for me, 

Tor I am coming and I can see! ” 

Or he may shout only the word “ Coming! ” as he leaves the goal, 
or merely the last count, “ One hundred! ” The spy endeavors 
to detect as many hidden players as possible, and for each player 
must dash back to the goal, hit it three times, and call out, “ One, 

two, three for-naming the player. Should he make a 

mistake in identity, the player really seen and the one named 
by mistake are both free and may return to the goal without 
further danger. As soon, however, as a player knows he has been 
detected by the spy, he should race with the latter for the goal, 
and should he reach it first, should hit it three times and call out, 
“ One, two, three for me! ” Any player who can thus make the 
goal after the spy has started on his hunt may save himself in this 
way, whether he has been detected or not. Should all of the 
players save themselves in this way, the same spy must blind for 
the next game. This, however, seldom happens. The first one 
caught by the spy, that is, the first one for whom he touches the 
goal, becomes spy for the next game. 

STEALING STICKS 

Divide the playing area into two equal parts, with the same 
number of players in each part. A goal area, 5 by 10 feet, is 
marked off at the rear end of each division; 10 sticks or stones 
are placed in each goal. Each player endeavors to reach the 
opposite goal without being caught; if successful, he returns, 
unhindered, with a stick; if caught he becomes prisoner in the 
goal. The player who has reached the goal safely may release 
only one prisoner; both proceed, unhindered, to their side. The 
side having the most sticks at the end of 20 minutes of play, 
wins the game. 

* From “ Games for the Playground, Home. School and Gymnasium,” by 
Jessie H. Bancroft. Used by permission of the author and The Macmillan 
Company, publisher. 




184 


LAME WiDLFf 

One player is chosen “ lame wolf ”; the other players are “ chil¬ 
dren.” A “ den ” is marked off for the wolf at one end of the 
field of play, and a house for the children at the other end. As 
soon as the wolf has entered his den the children run out of their 
house and begin teasing the wolf, calling, “ Lame wolf, can’t 
catch anybody.” Upon hearing this the wolf, if he thinks it a 
good chance for catching some children, runs out of his den; but 
he can take only three steps when his lame leg gives out and he 
is forced to continue his chase, hopping on one foot. Any children 
he catches must go at once to the wolf’s den and are young wolves; 
they all act as lame wolves and help catch the children. When 
all the rest of the children are again safe in their homes, the 
wolf returns to his den'; upon seeing this, the children venture out 
again and begin their teasing once more. The game continues 
until only one child remains. This child is the wolf if the game 
is repeated. 

If the wolf or any of his young wolves run after the first three 
steps, instead of hopping on one foot only, the children drive 
them back to the den, but as soon as the last wolf has crossed the 
line of the den, the wolves may start their chase again. Any of 
the children or lame wolves may return to their homes for rest. 

LEAPFROG RACE 

The players line up in two or more files of equal number; 
the first player of each file stands on a starting line. Bean bags 
or stones, equal in number to the players in a file, are placed in 
front of the starting line and in a line perpendicular to the 
starting line. The distance between the bags should be from 
5 to 10 feet. At the leader’s command, player USTo. 1 of each file 
runs to the first bag and makes a back, resting his hands on his 
knees. Player No. 2 immediately jumps this back and makes 
another back at the second bag; in like manner each player takes 
his position at a bag. When the last player in the file, let us say 
No. 8, has jumped No. 1, player No. 1 immediately jumps No. 2; 
No. 2 follows No. 1 and the other players in order. As each 
player jumps No. 8, he runs across a finishing line, some distance 
away. When all have jumped No. 8, he also runs across the 
finishing line, and the team wins, all of whose players are first 
to cross the line. 

Variation: Jump one back and crawl between the legs of the 
next player, alternating in this manner to the end of the line. 


t From Keene’s “ Manual of Physical Training, Games, and Mass Competi¬ 
tions.” Copyright 1914 by World Book Company, Yonkers-on-Hudson, New York. 



1S5 


WHIP TAG (BEETLE GOES ROUND) 

All the players but one stand in a circle, looking straight to 
the front and holding their hands open behind them. The one 
player who has been left out, the beetle, carries a knotted handker¬ 
chief round the outside of the circle, and puts it in the hands of 
any one of the players. Whoever receives it becomes beetle, and 
strikes his right-hand neighbor with it. This neighbor, to escape, 
immediately runs around the. circle hack to his own place, while 
the beetle pursues, striking at him whenever he is near enough. 
Meanwhile the player who first had the handkerchief has stepped 
into the place left vacant by the one to whom he gave it. This 
leaves the beetle alone outside the circle, as was the player at the 
leginning of the game. The beetle, accordingly, does as that 
player did, and gives the handkerchief to someone in the circle. 
Then the game goes on as before. 

HILL DILL* 

One of the players is chosen to be “ it, ” and stands midway 
between two goals; all the other players stand on one of the goals. 
When “ it ” calls “ Hill, dill, come over the hill, ” all the players 
run to the opposite goal. Those tagged assist in the tagging 
when the players again run across the playing area. The game 
continues until all are caught. The one first tagged becomes “ it ” 
for the next game. 

Variations (1) players divided into two groups, each occupy¬ 
ing a goal; they run in opposite directions at the command to 
“ come over the hill”; (2) two, three or four players join hands, 
and as a group cross to the opposite goal; the taggers must form 
similar groups; (3) enter or leave the goal through one or more 
gateways indicated by the space between two stones; (4) taggers 
confined to an area between two parallel lines, about 15 or 20 feet 
apart, in the center of the playground. 

STRIDE RELAY 

The players are divided into two or more divisions of equal 
number. The first player of each team stands on a line and the 
other players of his team line up, directly behind him, separated 
by a distance of about 10 feet, The position of each player should 
be marked by a stone or piece of wood, or bean bag. Each player 
places his left foot on the bag and with the other foot, strides to 
the right, about 2 or 3 feet. The first player in each row has a 
ball, and at the leader’s command, rolls it between his feet to the 
next player behind him, who passes it on to the next player. If 
the ball is going rapidly and in a straight line between the feet, 
the player should not stop the ball; only when the ball is going 

* From “ Physical Training for the Elementary Schools,” Clark. Copyright 
1917 by Benj. H. Sanborn & Company, Chicago. 



186 


slowly or off to one side, should it be touched. When the last 
player receives the ball he runs to the front position, while all 
the other players move back one position. If the ball strikes a 
player and rolls away, it must be passed between the feet of that 
player, while in position. If the ball rolls away, some distance, 
it should be secured by another player, and thrown to the proper 
player. The team wins, whose first player, after receiving the 
ball at the end of the line, first crosses a finishing line, some dis¬ 
tance in front of the first positions. 

Variations 1. Last player runs around some object in front 
of the players, and then to the first position. 2. As the ball 
passes each player, he should, “ right about face,” and the ball 
makes a number of trips, back and forth. 3. Player Ho. 1 rolls 
the ball between his feet, Ho. 2 throws it backward over his 
head, Ho. 3 rolls it between his feet, and so on to the end. 4. 
Players stand closer together and pass bean bags or Indian clubs. 
5. Place at the front of each row as many Indian clubs as there 
are players. At the leader’s command the first player passes a 
club to the next players. The last player must place the club in 
standing position, some distance in front, before he touches the 
next club. 


187 


Grade V 


1. Content 

Gymnastics and marching 

Active games 

Athletics 

Folk dances 

Stunts 

2. Adaptation 

Recreation 

Promotion of growth by exercises of the large muscles 
Stimulation of breathing and circulation 
Rhythmical training 
Improvement of posture 

To secure promptness in response and accuracy in ex¬ 
ecution of combinations of simple exercises 
Ethical training by means of supervised athletic team 
play 

3. Suggestions for Teachers 

Read and study Parts I and II with particular reference 
to the chapters devoted to the contest of the course for 
this grade. 

Do not teach a new play or game until the previous one 
has been mastered. 

Play out of doors whenever possible. 

Open windows wide and keep the class active. 

Game formations see p. 66. 

Introduction of gymnastic lesson is the same for all 
lessons, see p.'33. 

Explanation of gymnastic exercises, p. 27; marching 
commands, p. 19. 

All exercises must be taken by command first, holding 
each position long enough for correction. It may be 
necessary to repeat the complex exercises several times 
before moving in rhythm. 

Commands that are indented are continuations of the 
marginal exercise. 

Use correction cues, p. 58. 

End every lesson with a breathing exercise. 

Relief drills are not formal. Do not aim for accuracy of 
rhythm. The aim should be relaxation. 

Use one gymnastic lesson for two weeks. 


188 


Relief Drills Grade V 

Introduction: To open and close tlie lesson, see p. 33. 
Leadership : See Part II p. 44, and relief drills grade III p. 142. 

Drills: Change drill every two weeks. 

1. Raise arms forward upward, rise on toes, and breathe 

deeply-1. Lower arms sideward downward, lower heels, 
and exhale-2. Repeat 8 times. 

Hands on hips, hopping on toes. 16 counts. 

West Point breathing. Keeping arms at sides, turn hands 
outward with deep breathing-1. Hands returning-2. 

2. Arms at upward bend position. Thrust forward, sideward, 

upward, with heel raising. 8 counts in each direction. 
Hands on neck. Raising knees high in front. 

Alternate left and right 16 counts. 

West Point breathing. 

3. Raise arms forward-1; fling sideward-2; move forward-3; 

and downward-4. Repeat 16 counts. 

Hands on neck, bend trunk to right. 16 counts. 

To left 16 counts. 

Hopping on toes. 16 counts. 

West Point breathing. 

4. Raise arms sideward upward, rising on toes-1. 

Lower heels and arms-2. 16 counts. 

Hands on hips, trunk bending forward. 16 counts. 

West Point breathing. 

5. Raise arms to hands on neck position, rising on toes-1. 

Lower heels and arms-2. 16 counts. 

Hands on top of head. Trunk circling, see p. 29. 16 

counts. 

Running in place, raising knees high in front. 16 counts. 
West Point breathing. 

6. Raise left arm forward upward, touch left toe forward-1. 

Lower arm, replace foot and raise right arm and touch 
right toe forward-2. 16 counts. 

Mimetic exercise. Chopping Wood, p. 63. 

West Point breathing. 

7. Raise arms forward upward-1. Bend trunk forward down¬ 

ward, hands touching toes-2. Raise trunk-3. Lower 
arms-4. Repeat 8 counts. 

Arms to thrust. Jump feet apart and stretch arms side- 
ward-1. Peet together, arms to thrust-2. Repeat 8 
counts. 

West Point breathing. 


189 


8. Raise left arm sideward upward, place right hand on hip-1. 

Bend trunk to right-2. Raise trunk-3. Lower arms-4. 
Repeat other side-16 counts. 

Arms to upward bend. Thrust arms forward, sideward 
upward. 8 counts in each direction. 

Running in place, raising straight legs forward. 16 counts. 
West Point breathing. 

9. Arms to thrust. Stretch arms overhead, and bend trunk to 

right-1. Arms to thrust, raise trunk-2. Repeat 8 counts. 
To left, 8 counts. 

Mimetic exercise. Jumping Jack, p. 61. 

West Point breathing. 

10. Raise arms sideward, rise on toes-1. Raise arms upward, 

half knee bend-2. Return to one-3. Position-4. 16 
counts. 

Mimetic exercise. Throwing Baseball, p. 62. 

West Point breathing. 

11. Raise arms sideward, jump feet apart-!. 

Swing arms downward between legs, bend trunk down- 
ward-2. Return to one-3. Position-4. 16 counts. 
Mimetic exercise. The Start of a Race, p. 62. 

West Point breathing. 

12. Mimetic exercise. Hoisting Sail, p. 63. 

Running in place. 16 counts. 

West Point breathing. 

13. Raise arms sideward, jump feet apart-1. Twist trunk to 

right-2. To front-3. Position-4. 16 counts. To left 16 
counts. 

Hopping on toes in place. 16 counts. 

West Point breathing. 

14. Raise arms forward upward and place right foot forward-1. 

Bend trunk forward downward until fingers touch floor-2. 
Return to one-3. Position-4. 16 counts. To left 16 
counts. 

Mimetic exercise. Jack in Box, p. 61. 

West Point breathing. 

15. Mimetic exercise. Windmill, p. 61. 

Hands on neck, deep knee bending. 16 counts. 

West Point breathing. 

Note: To construct new drills use mimetic exercises, p. 61; 
rhythmic steps, p. 70 ; stunts, appendix I p. 328; and gymnastic 
lessons. 


190 


Gymnastic Lessons Grade V 

LESSON 1 

Review marching of grade IV. Marching around one row of 
seats. Marking time. Forward march from marking time 
and stand. Halting. At Ease. Attention. 

Review simple exercises of grade IV. 

Hands on hips- Place! Hands on neck- Place! 

Arms forward- Bend ! Arms upward- Bend! 

Response to command exercises. To repeat a number of times 
use, One! Two! Stimulate an interest in posture and im¬ 
provement. 

Hands on hips-- Place! Trunk forward- Bend! Raise! 

Also sideward bending. Repeat several times in each direc¬ 
tion. 

Place hands on hips and bend (half) knees- One! Position 

- Two! In rhythm- Begin! 16 counts. 

Mimetic exercise. Weather Vane, p. 61. 

Arms to thrust and feet apart- Jump! 

Bend trunk forward downward and swing arms between legs 

- One! Raise trunk and bend arms to thrust- : — 

Two! Continue in rhythm, 16 counts. 

Hopping exercise. Hands on hips. 

Spring up and place left foot forward and right backward. 
Quickly change feet and continue in fast time. 16 counts. 

West Point breathing, see p. 148. 

lesson 2 

Marching around one row of seats. 

Forward march for eight counts, mark time for eight counts, 
repeat. 

Forward march for eight counts, double time for eight counts, 
repeat. 

At Ease! Attention! 

Hands on hips—— Place! Right foot sideward- Place! 

Hands lower and foot- Replace! Repeat, One! Two! 

8 counts. Same left, 8 counts. Use correction guides, p. 58. 

Hands on neck-— Place ! Trunk to right -- Bend ! Trunk 

- Raise! Hands-- Lower! Repeat by response to 

count, One! Two! Three! Four! 8 counts. Same left, 8 
counts. Watch posture, halt class to explain and demonstrate. 

Bend arms upward- One! Stretch sideward- Two! 

Bend- Three! Position- Four! Repeat in res¬ 

ponse to count. Try for definite movements and secure alert¬ 
ness by varying length of pause. 

Hold positions to make corrections. 
























191 


Mimetic exercise. Chopping Wood, p. 63. 
Mimetic exercise. Jumping Jack, p. 61. 
West Point breathing. 


lesson 3 

Marching around one row of desks. 

Backward- March! p. 172. 

Change from backward to forward marching, or marking 
time on command. 

Hands on hips—- Place! Hands on neck- Place! 

On hips- Place! Repeat by response to count, One! 

Two! etc. Try for accurate movements and correct posture. 
Use correction guides, p. 58. 

Hands on head and right foot sideward- Place! Trunk to 

right-- Twist! To left- Twist! Repeat by re¬ 

sponse to, Right! Left! several times. Hold positions for cor¬ 
rections. Position! 

Hands on hips- Place! Right leg forward- Raise! 

Lower! Repeat, One! Two! etc. 8 counts. Same left. 

Bend arms upward- One! Stretch upward- Two! 

Bend- Three! Position-- Four! In rhythm- 

Begin! 16 counts. See lesson 4, p. 169. Give careful at¬ 
tention to posture. 

Hands on hips- Place! Bend trunk forward downward 

and reach downward with right hand to touch floor- 

One! Raise trunk, return hand to hip- Two! Repeat 

using left hand- Three! Four! 

Running in place or running and skipping around one row of 
desks. 

West Point breathing. 


lesson 4 

Right- Face! Left- Face! About- Face! Re¬ 

view facings. Order in rapid succession. Aid at first with 
counting or clapping. 

Stimulate alertness, and arouse an interest in posture. 

Arms upw r ard bend and right foot backward--— Place! 

Arms downward stretch and foot—- Replace! 

Repeat by response to count, One! Two! etc. 

Same left. When the exercise is perfected, repeat alternating 
right and left in response to counts, One! to Four! 

Arms sideward, palms up and heels- Raise! 

Arms and heels- Lower! Repeat by response to count, 

One! Two! 8 counts. 


13 


























192 


Right face in aisles. 

Arms forward bend and right leg sideward-Raise! 

Arms and leg-Lower! Same left. Repeat, alternating 

right and left, 16 counts. 

Mimetic exercise. Mowing with Scythe, p. 63. 

Arms to thrust-Bend! Keeping knees straight, bend trunk 

forward downward and stretch arms downward to touch 

floor-One! Return-TWO! Continue in rhythm, 

16 counts. 

Rhythmic step. Bleking Step, p. 72. 

West Point breathing. 

lesson 5 


Review facings. 

One step forward--March! 

One step backward-March! 

Review two and three steps, using several commands in rapid 
succession. 

Arms upward bend and right foot sideward--Place! 

Arms upward stretch and heels-Raise! 

Arms bend and heels-Lower! 

Repeat last two movements by response to count, One! Two! 
8 counts. Position! 

Place hands on neck, and bend trunk to right--One! Re¬ 
turn-Two! Same left-Three! Four! 

Repeat by response to count, 16 counts. Hold positions to 
make corrections. Vary the pause in commands. 

Deep knee bending. Place hands sideward to desks to assist in 

balancing. Deep knee bend-— One! Stretch-Two! 

Repeat four times. When learned keep the hands on the 
hips. Head and trunk should be erect. 

Mimetic exercise. Driving Stake, p. 63. 

Rhythmic step. Cut step forward, p. 71. 

Mimetic exercise. Climbing Ladder, p. 61. 

West Point breathing. 


lesson 6 

Serpentine marching p. 149. 

Review marching from stand and from marking time; back¬ 
ward marching, double time; halting. Work for class 
rhythm; military precision and posture. 

Hands on neck-Place! Chest raising and head backward 

bending-One! Two! 8 times. Position! 

















193 


Hands on hips- Place! Right foot forward- Place! 

Twist trunk to right- One! Return- Two! Re¬ 
peat, One! Two! 4 times. Root- Replace! Left foot 

forward- Place! Trunk twisting to the left, 8 counts. 

Arms upward- Bend! 

Stretch arms sideward and bend right knee upward- 

One! Return- Two! Repeat four times. Same left 

four times. 

Arms forward raise and right foot forward- Place! 

Fling arms sideward and rise on toes- One! 

Return- Two! Repeat several times. Position! Same 

with left foot forward or a new arm exercise may be used. 

Mimetic exercise. Hoisting Sail, p. 63. 

Mimetic exercise. Teamsters Warming Up, p. 64. 

Breathing exercise. Raise arms sideward palms up and inhale. 
Lower arms and exhale. Repeat five times. 

LESSON 7 

One step forward march and right- Face! 4 counts. 

Right face and one step forward- March! 4 counts. 

About face and one step forward- March! 4 counts. 

Repeat several times and aim for improvement in class 
rhythm. 

At Ease! Attention! 


Hands on hips- Place! Head to right- Twist! 

To left- Twist! Repeat, One! Two! several times. 

Right foot sideward- Place! 

Bend arms upward and trunk to right on- One! 

Stretch arms downward and raise trunk- Two! 

Repeat one to left- Three! Four! 

Repeat by response to count. 16 counts. 

Arms sideward- Raise! 

Place hands on neck and half bend knees- One! 

Fling arms sideward and stretch knees—- Two! 


Repeat by response to count- One! Two! etc. Position! 

Arm circling- Begin! 8 counts in all directions. 

Mimetic exercise. Scooping Sand, p. 64. 

Mimetic exercise. Throwing Baseball, p. 62. 

Hopping exercise. Hands on hips. 

Hopping in place, spreading feet on alternate counts. 16 
counts. 

West Point breathing. 




























194 


LESSON 8 

Eight face and one step to the right- March ! 4 counts. 

Two steps to left and left—- Face! 6 counts. 

About face and one step backward- March! 4 counts. 

Arms forward bend and head to right—- Twist! Position! 

Same left- One! Two! Eight, One! Two! 

Eepeat alternating for 16 counts. 

Eaise arms sideward and place right foot sideward- One! 

Twist trunk to right- Two! Eeturn to one- 

Three! Position- Four! Eepeat to four slow counts. 

Same left. Pour times in each direction. 

Arms upward bend and right foot forward-- Place! 

Stretch arms upward and rise on toes- One! Bend 

arms and lower heels- Two! Eepeat in rhythm-- 

Begin! 8 counts. Foot- Replace! Left foot forward 

-—Place! Eepeat first exercise. 8 counts. 

Trunk circling-- Begin! 8 slow counts starting left. 

To the right—- -Change! 8 counts. 

Mimetic exercise. Start of a Race, p. 62. 

West Point breathing. 


lesson 9 


Marching around one row of seats. 

Eeview marching sideward. Side step left-—- March! 

Class-- Halt! Same right. Establish rhythm at first 

by counting or clapping. 

Change from side step right to left on command. 

Arms sideward- Raise! 

Place hands on neck and bend head backward- One! 

Eeturn- Two! Eepeat several times. Emphasize chest 

raising. Avoid over-extension backward. 

Bend arms upward and place right foot to the side-- One! 

Stretch arms sideward and bend trunk to right- Two! 

Eeturn to one- -Three! Position- Four! Eepeat 

in rhythm- Begin! 16 counts. Same left, 16 counts. 

Hands on hips-— Place! 

Bend right knee upward- One! 

Stretch knee to a toe touch forward- Two! 

Bend knee upward- Three! Foot in place- Four! 

Eepeat to four slow counts several times. Same left. 

Use correction guides. 


Mimetic exercise. Batting Baseball, p. 62. 

Vaulting Seats. Keeping the chest up and head erect, bend for¬ 
ward at the hips and place hands on desks with arms straight. 
Bend the knees- One! Jump high over the seat, alight- 



































195 


ing on the toes with the knees bent and immediately take a 

good standing position- Two! On the command “turn” 

turn in toward the seat and repeat the exercise. 4 times. 
Running in place lightly on toes, 16 counts. 

West Point breathing. 


lesson 10 

Order exercises. Given in rapid succession and in a brisk tone 

of command. Right- Face! Left- Face! About 

- Face! Arms forward- Bend! Lower! One 

step forward ——— March! Head backward- Bend! 

Raise! At Ease! Attention! 

Place hands on hips- One! Place hands on neck and bend 

head backward —- Two! Return- One! Repeat by 

response to count, One! Two! several times. Emphasize chest 
raising and avoid over-extension backward. 

Place hands on neck and right foot forward- One! 

Trunk forward bend- Two! Raise- Three! Po¬ 
sition - Four! 

Repeat in response to count, 4 times. Same with left foot 
forward. 

Bend arms upward and half knee bend- One! 

Stretch arms and knees upward- Two! 

Repeat, One! Two! several times. 

Mimetic exercise. Cowboys Throwing Lasso, p. 61. 

Hopping exercise. Hands on hips. 

Hop on left foot and touch right toe forward on alternate 
counts, 16 counts. Change to left forward. Continue hop¬ 
ping, 16 counts. 

West Point breathing. 


















196 


Folk Dances Grade V 

ACE OF DIAMONDS* 


Victor 17083 
Columbia A 3001 




18 19 20 21 22 23 24 D.C. 


Formation: Partners face each other, hands on hips. In circle 
or in line. 

Measures 1-8. Clap hands, stamp, hook right arms, polka three 
steps, turning in place. Repeat, hooking left arms. 

Measures 9-16. Humber one dances backward with four hop 
steps, number two follows, moving forward. Repeat, number 
one moving forward, number two backward. 

Measures 17-24. Polka forward (see p 71) inside hands joined, 
outside hands on hips. Repeat from beginning. 


* From Crampton’s ‘ Folk Dance Book” Copyright 1909 by A. S. Barnes & 
Company. 

























































107 


1 


TRALLEN* 

Columbia A3002 



Variation (of the 2d repeat) 



Formation : Any number of couples. Form single circle. Face 
center. Couples numbered from left to right in groups of four. 
B on right side of A. Partners join hands, free hands on hips. 

Figure 1 

Measures 1-8. All join hands and circle moves to left with 
eight three steps — ordinary short running steps, accenting 
first step of every three. 

Chorus 

Measures 9-16. Partners join both hands and dance around in 
place with four three steps to right, with four to the left. 
Dancing around to right partners extend horizontally left 
arms, right arm bent, and dancing to left, right arms straight 
and left bent. Taken between each two figures. 

Figure 2 

Measures 1-8. Starting position. Eight pas-de-basque-steps be¬ 
ginning left foot. 

Measures 9-16. Chorus as above. 


* From Crampton’s “ Folk Dance Book ” Copyright 1909 by A. S Barnes & 
Company. 































































































) 


198 

Figure 3 

Measures 1-8. All dance eight dal steps in place, stamping first 
on right foot,— Stamp right foot sidewards right, swing left 
across right while hopping once on right, same to left. 

Measures 9-16. Chorus as above. 

Figure 4 

Measures 1-4. All face center. “ Look out position ” is taken 
four times with A behind B. 

Measures 5-8. All quickly face about and with B behind A, 
“ Look out position ” is taken four times. 

Measures 9-16. Chorus as above. 

Figure 5 

Measures 1-8. A’s form inside circle facing outward, B’s out¬ 
side circle facing inward. Partners in front of and facing 
each other, take right hands and dance eight dal steps in 
place. 

Measures 9-16. Chorus as above. 

Figure 6 

Measures 1-8. Couples place themselves behind each other 
forming a circle. B on right side of A, A with right hand 
holding partner’s left. B outside and A inside the circle, free 
hands on hips. All except couple number one bend down and 
clap hands in time with the music. Couple number one raise 
arms forming an arch, and run around the circle, stamping 
on each third step. Arch forms over the bent couples’ heads, 
B inside, A outside. Bun to starting place where they bend 
forward and take same position as other couples. As soon 
as couple one has passed over couple two, couple two rise 
and form arch and follow couple one, and all other couples 
do the same. Music repeated until all have returned to places, 
keeping time to music by clapping. 

Measures 9-16. Chorus as above. 


199 


LASSIE, DANCE* 


Victor 17330 
Columbia A 3040 



Formation: Single circle. Partners face each other, bands on 

ps. 

Measures 1-8. Place right toe forward, turn half turn to left 
and bow to neighbor. Reverse and bow to partner. Repeat 
three times. 

Measures 9-12. Dance twelve kicking steps in place, beginning 
with left foot. 

Measures 13-14. Clap own hands, join hands with partner, 
stamp, and turn in place with three running steps. 

Repeat from beginning. 


* From Crampton’s “ Folk Dance Book ” Copyright 1909 by A. S. Barnes & 
Company. 


















































200 


MAY POLE DANCE* 


d-~J 




Formation: The dancers in couples form a double circle about 
the May pole, all facing in the same direction; number one in 
each couple on the left, number two on the right. 

Introduction 

4 measures. With inside hands joined shoulder-high, and out¬ 
side hands holding skirts diagonally outward, all stand with 
the right foot pointed forward and hold this position through 
the four measures of the Introduction. 

1. A. Measures 1-6. In couples, beginning with the right 
foot, all skip around the pole in a circle, making two skips 
to each measure. 

Measures 7-8. With four skipping steps, the couples 
swing in facing the pole, and forming a single circle with 
hands joined. 

2. B. Measures 1-2. With four skipping steps, all advance 
toward the pole. 

Measures 3-4. With four skipping steps, all move back 
from the pole. 

Measures 5-8. Same a"s measures 1-4. 

3. C. Measures 1-8. Join right hands, lifting skirts with left 
hands, and beginning with the right foot turn partners, 
making two skipping steps to a measure. Finish with 
number one inside, with back to the pole and facing 
partner. 


* From “ Folk Dances and Singing Games,” Burchenal. By Courtesy of G 
Schirmer, Inc., New York. 




































































201 


4. A. Measure 1. Lifting their skirts with both hands and 
beginning with the right foot, number one and number 
two each polka to the right. In this step each measure 
should be counted “ one, and, two, and.” 

Measure 2. Hop on the right foot and at the same 
time point the left foot forward and slightly to the left 
(one, and) hop on the right foot, and at the same time 
touch the left toe behind the right heel (two, and). 

Measures 3-4. Repeat the same beginning with the 
other foot and moving to the left. 

Measures 5-6. Same as measures 1-2. 

Measures 7-8. Same as measures 3-4. 

5. B. Measures 1-7. Join right hands and turn partners 
beginning with the right foot, and making one polka-step 
to a measure. During the step the free hand lifts the skirts 
as before. 

Measure 8. All swing into a single circle, with one 
more polka-step. 

6. C. Measures 1-8. All dance around the circle, beginning 
with the right foot and making two skipping steps to a 
measure. 

7. A. Measures 1-2. With four skipping steps, all advance 
toward the pole. 

Measures 3-4. With four skipping steps, all move back 
from the pole. 

Measures 5-8. Same as measures 1-4. 

8. B-C. Measures 1-2. With four skipping steps the first 
couple advance to the pole, and each grasps a ribbon with 
right hand. 

Measures 3-4. With four skipping steps, move back 
ward from the p*ole to place, and immediately face each 
other, with the right foot pointed toward partner, number 
one turned slightly toward the pole, number two turned 
slightly away from the pole. 

Measures 5-6. The second couple do the same. 

Measures 7-8. The third couple do the same. Con¬ 
tinue until all have taken ribbons. If there are four couples, 
this will bring them to the eighth measure of C. 

Winding the May pole 

9. A-B. Measures 1-16. With thirty-two skipping steps, ail 
make a grand chain, number twos moving around the circle 
from right to left, number ones in the opposite direction. 
This will wind the May pole. 

10. C. Measures 1-2. With four skipping steps all advance 
to the pole and drop ribbons. 

Measures 3-4. All join hands, and with four skipping steps 
move back from the pole. 

Measures 5-8. Advance and retire again. 


202 


11. A. Measures 1-8. Still in a single circle, with sixteen 
skipping steps all dance around pole. 

12. C. Omit B, and play C for this last figure. 

Measures 1-8. Number one of the first couple releases 
the hand of the dancer in front of her. All continue skip¬ 
ping, and number one leads the dancers in a string away 
from the poje, all singing. 

The May pole, which is supposed to be dedicated to the 
goddess of flowers, stands at least twelve feet from the 
ground. Its top is dressed with flowers, and from it hang 
long streamers (one for each of the dancers) of various 
light spring colors. Every movement of the dance should 
be free and joyous, expressive of the sunshine and new life 
that comes with spring. 

Rope Skipping Rhymes Grade V Girls* 

I Plain Jumps 

1. Lady, lady at the gate 
Eating cherries from a plate 

How many cherries did she eat — 1 — 2 — 3 — 4 — 5. 

2. Chickety, chickety, chop 

How many times before I stop? 

3. Old King Cole was a merry old soul 
And a merry old soul was he, 

He called for his pipe and he called for his bowl 
And he called for his fiddlers three. 

4. Little Jack Horner sat in a corner with his pie nearly all 

eaten up, 

And twixt finger and thumb 

He held a big plum 

And said, “ What a big boy am I.” 

5. The autumn is Bo-peep 

The milk weed pods her sheep 
Alas she cannot find them; 

For where they stood a while ago 
She finds all hanging in a row 
They’ve left their tails behind them. 

6. I dreamed that my horse had wings and could fly 
I jumped on his back and rode to the sky; 

The man in the moon was out that night 
He laughed loud and long when I pranced into sight. 


* From Michigan State Syllabus on Physical Training. 



203 


II Skim the Milk Type 

(To skim the milk means a plain run through). 

Run in jump twice — run out 
Run in jump three times — run out 
Run in jump four times — run out 
Run in jump five times — run out 
Vary by doing different things. 

1. Plain skim the milk — front door 

2. Plain skim the milk—back door 

3. Skim, turning on each jump 

4. Skim, jumping with feet crossed 

5. Skim, jumping on one foot 

6. Skim, jumping on one foot and turning 

7. Skim, bounding a ball, 1-2 1-3 1-4 1-5 and throwing it out 

8. Same as 7, only toss ball 

9. Skim, alternately tossing and bounding 


III Stunt Type 

1. Itisket, itasket, a green and yellow basket 

I lost a letter for my mother and on my way 
I found it, I found it, I found it. (Drop and pick up hand¬ 
kerchief.) 


2. There was a crooked man and he walked a crooked mile 
He found a crooked sixpence beneath a crooked stile 
He bought a crooked cat that caught a crooked mouse 
And they all lived together in a little crooked house. 
(Jump with feet crossed) 


3. Heel and toe — skip the rope 

4. Double Dutch — turning two ropes 


5. “Mother, mother, where’s the key?” Jump to one end of 
rope. 

“ Go ask father. ” 

“Father, father, where’s the key?” Jump to other end. 

“ Have you washed the dishes ?” “ Yes.” 

“ Have you swept the floor ? ” etc. 

“ Turn the key in the lock and run out to play.” 


6. Buster Brown 
Lady, lady 
Buster Brown 
Lady, lady 
Buster Brown 
Lady, lady 
Buster Brown 
Lady, lady 


turn around, 
touch the ground, 
touch your shoe, 
that will do. 



204 


7. I asked my mother for fifteen cents 
To see the elephant jump the fence 
He jumped so high he reached the sky 
And never came back till the Fourth of July. 
(Jump higher and higher) 

IY Bock the Cradle Type 

1. Old man Daisy, what makes you so lazy 

Up the ladder, down the ladder —A — B — C — 
Salt, vinegar, mustard, pepper. 

2. Eock-a-bye Baby upon the tree top 
When the wind blows the cradle will rock 
When the bough bends the cradle will fall 
Down will come baby, cradle and all. 

3. Hickory, dickory dock 
The mouse ran up the clock 
The clock struck one 

And down he run 
Hickory, dickory dock. 


Stunts and Contests Grade V 


Organization pp. 88 and 16. 
Boys 

Balancing exercise 
Forward roll 
Single squat 
Stiff leg bend 
Knee dip 
Through the loop 
The tantalus tricks 
Knuckle down 

Girls 

Same as for boys, omitting 
wrestle.” 


The palm spring 
Arms length tag 
Hop wrestle 
Poison 

The finger feat 
Booster fight 
Indian wrestle 
Chinese get-up 

“ Forward roll ” and “ Indian 


205 


Rhythmic Steps Grade V Girls 

A few minutes should be devoted each week to the teaching of 
rhythmic steps and once learned they provide excellent material 
for relief drills in addition to the rhythmical training. 

See “ Singing Games, Folk Dances, and Rhythmic Steps, ” p. 69. 

For description of the exercise see “ Rhythmic Steps” p. 70. 

For continuous forward or backward movement, have alternate 
rows face the back of the room. Two contiguous rows, one odd 
and one even, then pass around the row of seats between them. 

For sideward movement use the above formation or form the 
class in a large circle around the room. 

FTote: The hands are placed on hips in all of the following- 
exercises unless otherwise indicated. Watching the feet should 
not be allowed. Emphasize heads up. 

Review all exercises of the lower grades. 

Heel and toe polka 

Glide-balance-hop 

Schottische step 

Step-swing-hop 

Mazurka-hop 

Three-step-turn 

Follow touch-step. Touch the left foot forward with toe 
pointed-1. Step left forward-2. Bring right foot up to 
the left-3. Continue alternating right and left. 

The cut step forward 

Follow double touch-step. Same as follow touch-step except that 
the toe is touched twice 

Touch-step forward and sideward 1-2. Step forward and bring 
feet together 3-4. Repeat alternating left and right. 

Balance touch-step. .Touch the left foot forward with toe 
pointed-1. Step forward on the left-2. Raise right heel- 
3. Same with right. Repeat. 

Variations: (a) Double toe touch forward. Toe touch 
forward and sideward. 

Touch-step left forward-1. Raise left foot in front of right 
knee-2. Change-step left forward 3-4. Same right 5-8. 
Repeat. 

Step left forward-1. Close right and bend knees-2. Straighten 
knees-3. Same right 4-6. Repeat. 

Change from step-hop to change-step on command. 

Four change-steps forward 1-8. Eight glides left sideward 9- 
16. Repeat. 

Step-courtesy left and right sideward 1-4. Three glides left 
sideward and close on 8. 5-8. Same right 9-16. Repeat. 

Four polka hops forward 1-8. Four slide-hops forward 9-16. 

Three steps forward beginning left, hop on left and swing right 
leg forward on 4. Same right 5-8. Repeat. 


206 


Grapevine. Dancers join hands and form a single circle, facing 
center. First and last pupils drop hands. The first girl 
places hands on hips and, turning to the left, passes 
under the arms of other dancers, weaving in and out. 
Other girls in succession, place hands on hips and follow 
the leader. When the end of the line is reached each 
girl joins the circle and the grapevine continues until 
the leader is again in her original position. 

ISTote: For more advanced work the teacher may select suitable 
steps for this grade from the list of u Rhythmic Steps ” on p. 70. 

Schoolroom Games Grade V 

Games continued from lower grades 
Slap Jack p. 159 
Overhead relay p. 178 
Potato race p. 179 
Carry and Fetch p. 180 
Corner Spry p. 180 
Last Man p. 179 
Vaulting relay p. 178 

CALL TAG 

One of the players is chosen to be “ it ” and stands near the front 
of the room. “It,” or the leader, calls the names of two pupils, who 
must change places. While changing they may be tagged; the one 
tagged becomes “ it. ” 

Variation: All players hop or skip. 

CRISS CROSS GOAL 

A basket is placed in the center of the room, at the front; a 
throwing line is drawn in front of each side row of seats. The 
players are divided into two teams of equal number and each team 
is again divided into two divisions, A and B. Division A stands 
in the outside aisle and division B in the second aisle, toward the 
center of the room. 

The last player in division B has a bean bag or ball, and at the 
leader’s command, throws it to the last player of division A, who 
immediately throws it to the next player in division B. In this 
manner the hall is criss crossed up the two rows. The team whose 
first player first receives the bag, scores three points. 

When the first player in division A receives the hag, he runs 
to the throwing line and endeavors to throw it into the basket. If 
unsuccessful he secures the bag, returns to the throwing line and 
tries again, the throwing continuing until one player throws his 
hag into the basket. The one doing so first, scores one point for 
his team. The team wins that has scored the most points, from 
both sources, at the end of the playing period. If the teams 


207 


contain an odd number of players, then the division containing 
the greater number should be designated as division A and the 
last player in this division begins the passing. 

Variation: Each player in both divisions takes turns in throw- # 
ing the bag. 

PASS THROUGH GOAL TAG 

One player is chosen to be “ it. ” He calls the name of some 
player, who immediately leaves his seat, while “it” gives chase. The 
runner cannot return to his seat until he has passed through a 
goal — a line drawn across the front of the room. If caught 
before returning to his seat he becomes “ it.” 

Variation : Several goals. 

WASTE BASKET TOSS 

The players are divided into two or four teams of equal number. 

A waste basket is placed in the center of the room, near the front 
wall. One player of each team stands beside the basket and the 
other team players in opposite side aisles. The first player of 
each team has a ball or bean bag, and at the leader’s command, 
endeavors to toss the ball into the basket; if unsuccessful, the player 
beside the basket tosses the ball back to the first player, who 
continues throwing until the ball enters the basket. When a suc¬ 
cessful throw is made the player at the basket runs to the end 
of the line, player Ho. 1 takes his position beside the basket, picks 
up the ball and throws it to player Ho. 2, and the games continues 
as described. The team wins whose first player, after moving to 
the front from the rear position, first throws the ball into the 
basket. The other two groups now play and the winners play 
for the championship. 

Variation: The player ydio first throws the ball into the basket 
scores one point for his team. The opposing players should begin 
throwing at the leader’s command. The team that scores the most 
points wins. 

OVER AND UNDER 

Each row should contain the same number of players. The 
first player in each row has a bean bag or book, and at the leader’s 
command passes it over his head with both hands to the player 
behind him, who passes it on to the next player. When the last 
player receives the bag he bends deeply to the right side, the bag 
just clearing the floor, and passes it to the player in front of him 
and so on. When the first player receives the bag, he again passes 
it over his head; the last player this time passes the bag up the 
left aisle. The row wins whose first player first receives the bag 
after it has made four overhead trips. 

Variation: Pass several different objects in quick succession. 

For the playground: Line up and change positions as in Stride 
Relay, page 185. The first player has two balls; the first ball 


14 


208 


is passed between tbe feet, and after a count of ten, the second ball 
is thrown, backward, over head. Each player, before throwing, 
should make sure that the player behind him is in position. The 
last player after receiving both balls, runs to the front position. 

BLACKBOARD RELAY* 

As here explained, this game is adapted to grammar (sentence 
construction, and punctuation). It may be made to correlate with 
almost any school subject, as explained. The class is seated with 
an even number of pupils in each row. 

A piece of crayon is given to the last players in each row, all of 
whom at a given signal run forward and write on the blackboard 
at the front of the room a word suitable to begin a sentence. 
Upon finishing the word each player returns at once to his seat, 
handing the crayon as he does so to the player next in front of 
him. This second player at once runs forward and writes one 
word after the first one, to which it must bear a suitable relation. 
In this way each player in the row adds to the sentence being 
written by his own row, the last player being required to write 
a word that shall complete the sentence, and to add punctuation 
marks. 

The points scored are 25 for speed (the first row to finish scoring 
the maximum and the others proportionately in the order of 
finishing), 25 for spelling, 25 for writing, and 25 for grammatical 
construction, capitals, and punctuation. The row wins which 
scores the highest number of points. 

The following modes of correlation are suggested for this game: 

Arithmetic Each relay of pupils writes and solves on the black¬ 
board a problem dictated by the teacher just before the signal to 
leave their seats. The line wins which has the largest number of 
problems correct. Multiplication tables may also be written, one 
step for each pupil. 

English grammar or punctuation, as explained previously; 
spelling, the teacher announcing the word for each relay as they 
leave their seats; authors, each pupil to write the name of an 
author belonging to a certain period or country; each pupil to 
write the name of some poem, play, story, essay, or book by an 
author whose name is given at the outset of the game; or the names 
of characters from a given literary work or author; or the next 
line or passage from a memorized selection. 

Geography The names of mountain ranges, rivers, capital 
cities, boundaries, products. 

History The names (related to a given period if desired) of 
famous men, statesmen, military men, writers, artists, musicians; 
of battles, discoveries, etc. 


* Prom " Games for the Playground, Home, School and Gymnasium,” by 
Jessie H. Bancroft. Used by permission of the author and The Macmillan 
Company, publisher 



209 


BULL FROG RELAY 

Pupils in columns or file formation arranged according to size 
and equal in number. After player has completed his turn in 
racing, he must pass by way of left side of team to the rear 
and place hands on shoulders of team mate in front observing 
complete silence and perfect alignment. 

Position of individuals when in action. 

Hands on hips; deep knee bend. 

HOPPING RELAY 

On a given signal, number “ one ” of each column of files hops 
forward in bent knee position until reaching wall which must 
be tagged. Assumes erect position and runs back to line, touches 
the next player on left hand and passes to rear of column of files. 

The second player on receiving “ touch off ” follows a like pro¬ 
cedure in progress observing the same rules as number “ one! ” 
Each player, in turn does this, the file winning whose last player 
is first to dash over the starting line in his return passing to rear 
and placing hands on shoulders of team mate in front. 

Pouls : 

1. Starting before “ touch off.” 

2. Feet must be together, knees bent, hands on hips when 
hopping. 

3. Failure to “ touch off ” on left side and pass to rear of team. 

4. Imperfect alignment, hands not on shoulders and silence 
after having “ touched off.” 

IN AND OUT RELAY 

Formation: Players seated in rows of equal numbers. Alter¬ 
nate rows playing at the same time. 

Explanation: Open fivef books and stand them on end in a 
straight row in front of each form of desks. Books should be 
placed about two feet apart. This is played like “ Automobile 
Race ” (see p. 135) excepting that each player must go between 
the books by passing to the right of the first and the left of 
the second, etc. when he has passed the last book he returns going 
backward. If any book is knocked over it must be stood up by 
the player knocking it over. 

Suggestions: It is helpful if each row contesting has a leader 
not playing to act as captain and see that no errors are made. 

ALL-UP RELAY 

Formation: Pupils seated in rows of even numbers. Alter¬ 
nate rows play at the same time. 

Explanation: In front of each row is marked a circle one yard 
in diameter. Let each pupil take a book from his desk. At the 
word “ Go ” the first player of each contesting row leaves his 
seat from the right, runs forward, opens his book, stands it on end 


210 


in the circle, runs completely around his row of desks returning to 
the right side from which he started and sits on his desk facing 
the back of the room. When player No. 1 is sitting on his desk, 
player No. 2 runs and so on until the last player is sitting on his 
desk, and all hooks have been stood up in the circle. The player 
No. 1 leaves his desk, runs as before, this time taking his own 
book from the circle, but this time he sits in his seat on the return, 
No. 2 following as before. When the last player is back in his 
seat with his book, the race is ended. The row whose last player 
returns to his seat first raises both hands over heads and says, 
“We Win.” If any book is upset during the race it must be 
stood up by the player upsetting it, before that player continues 
the race. 

Suggestions: It is helpful to have a pupil not playing to watch 
each row contesting to see that no errors are made. He should 
see that each player stands up any book knocked over. This race 
has more speed if two players in the same row have the same book. 
This can easily be arranged by having pupils sitting in front 
seats take out spellers, those in the second seats, readers, etc. 


Outdoor Games Grade V 

Games continued from lower grades. 

Garden Scamp p. 164 

Hound and Rabbit p. 163 

Stealing sticks p. 183 

I Spy p. 183 

Leap Frog race p. 184 

Hill Dill p. 185 

Whip Tag p. 185 

Catch the Handkerchief p. 117 

FLYING BALL* 

The players stand in a circle, some distance apart. One 
player called the center stands in the circle. The ball is thrown 
from one player to another across the circle of it may be passed to 
the nearest neighbor. The center tries to touch the ball; if he 
succeeds, the one who last threw the ball or dropped it (as that 
may happen quite often) becomes center. If you have a large class 
form two or three circles. 

CIRCLE KICK BALL 

Players form a circle, hands joined. A basket ball is introduced 
at; any part of the circle and the players kick the ball from one 
side to the other. The players may prevent the ball from passing 

Dr/F Fr Burger M m^cto 0 r f PhySi ° al Training ’” Kansas City, Mo., public schools. 



211 


to the outside of the circle, with their feet, limbs, or body, but 
must not break hands. The two players between whom the ball 
passes are eliminated. A player who kicks the ball overhead is 
also eliminated. Those who are eliminated may begin a new game, 
and play without elimination, until the first circle has but five 
players remaining, when a new game is begun with all the players. 

Variations : 1. Circle revolves in either direction, instead of 

remaining stationary. 2. An imaginary line divides the circle 
into two teams, A and B. Each player endeavors to kick the ball 
through the opposing side, circle stationary or revolving. Success¬ 
ful player scores one point for his side, 15 points make a game. A 
kick overhead deducts one point; players are not eliminated. 

FISH NET* 

Two goal lines are drawn some forty to fifty feet apart and 
reaching from side to side of the play space. The players are 
aligned on one of the goal lines. One player, the “ Net,” stands 
on the opposite goal line. At the call, “ The Net is coming! ” all 
move forward to the opposite goal, while the “ Net ” tries to catch 
a “ Fish ” by throwing his arms around him. The one caught 
joins hands with him on the opposite goal line. The “ Net ” again 
gives his warning, and as the “ Fish ” swim to the other side, 
another one is caught by the “ Net,” now consisting of two players; 
encircling him and grasping hands, they take him to the goal, 
where he joins the net. As the net becomes longer, several fish 
may be caught at one time. The last one caught is the “Net” 
for the next game. If the catchers let go of hands the net is 
broken and those in it are released. 

DUCK ON THE KOCK 
0 

A stake 2 feet long is driven into the ground one-half of a foot. 
A bean bag is placed on the stake and a player chosen as guard. 
The other players, each with a bean bag, line up behind a throwing 
line, 20 or 25 feet away, and endeavor to knock the bean bag off 
the stake, either throwing in turn or at their pleasure. They will, 
of course, run forward and get their own bags, endeavoring to 
return without being tagged by the guard. The guard may tag 
only when his bag is on the stake and whoever is tagged exchanges 
places with the guard. When played in the gymnasium an Indian 
club may serve as a stake. 

Variations: (1) Draw a circle, with a KFfoot radius, about 
the stake; players may be tagged only when within the circle; 
(2) if a player’s bag falls on the line of the circle or beyond, 
he becomes guard. 


* From “Manual of Physical Training,” Cincinnati public schools, by per¬ 
mission of author Dr. Carl Ziegler. 



212 


LAST COUPLE OUT 

Groups of nine to fifteen players each play separate games as 
the game is not suited to larger numbers. Players stand in couples 
and the odd player is “ it.” The couples stand in a line and the odd 
player in front. He calls “ Last couple out ” and the rear couples 
must separate, run forward, and try to touch one another again 
before the odd player can tag either of them. The odd player may 
not look around and so can not see the players till they have 
passed him. If they succeed, the odd player is “ it ” again. If 
he tags one, the one is) “ it ” and the catcher has the other one of 
the couple for a partner. 


CENTER STRIDE BALL 

All the players but one form a circle, and take a stride position, 
their feet touching those of the next player. One player in the 
center of the circle has a basket ball or playground ball and en¬ 
deavors to throw it between the feet of the players, who may stop 
the ball only with the hands. The player who permits the ball 
to pass between his feet, secures the ball and changes places with 
the center player. 

Variations: 1. After the ball has passed to the outside, all 
the players face outward and the player between whose feet the 
ball has passed endeavors to throw the ball into the circle. 2. 
Draw a line through the center of the circle; the players on one side 
of the circle compose one team. The players of each team, alter¬ 
nately standing in the center of the circle on the line, endeavor 
to throw the ball through the opposite side and if successful score 
one point for their team. If unsuccessful, after three trials, a 
player of the other side enters the circle. The side wins which 
has scored the most points, after all have thrown. 

CROSS TAG* 

One player is chosen to be “ it. ” He calls out the name of 
another player, to whom he at once gives chase. A third player 
at any point in the chase may run between the one who is “ it ” 
and the one whom he is chasing, whereupon this third player 
becomes the object of the chase instead of the second. At any 
time a fourth player may run between this player and the chaser, 
diverting the chase to himself, and so on indefinitely. In other 
words, whenever a player crosses between the one who is “ it ” and 
the one being chased, the latter is at once relieved of the chase 
and ceases to be a fugitive. Whenever the chaser tags a player, 
that player becomes “ it. ” Considerable sport may be added to 
the game by the free players trying to impede the chaser and so 
help the runner, getting in the way of the former without cross¬ 
ing between the two, or any other hindering tactics. 


* From “ Games for the Playground, Home, School and Gymnasium,” by 
Company publisher’ Used by permission of the author and The Macmillan 



213 


THREE DEEP 

Group the players in couples and form them in a circle, all 
lacing in. Select a player as runner and another as chaser. The 
chaser tries to tag the runner who tries to escape by dodging in 
and out of the circle. If the runner is not caught and is in danger, 
he may seek refuge by standing in front of some couple, this mak¬ 
ing “ three deep.” The outermost player in the “ three deep ” line 
must now become the runner and try to escape being tagged. If 
the chaser catches the runner, the runner becomes the chaser, and 
the former chaser, the runner. This is a splendid game to develop 
alertness and quickness for the rapid changes are very uncertain. 

BAT BALL 

At one end of the playground mark a home base. Drive a stake 
40 feet in front of the base. Two lines forming a right angle at 
the home base, mark the foul lines. The players are divided into 
two teams, one stationed in the field and the other at the home 
base. The players at bat, in succession, toss a basket hall or volley¬ 
ball, into the air, and hit it with the open hand or fist. If the 
ball lands fair, inside the foul lines, the batter endeavors to run 
round the stake and hack to home plate, without being hit with 
the ball. If successful he scores one point for his team. How¬ 
ever, he may be put out by a player in the field, who may hit 
him with the ball; the field player shall not run with the ball, 
although they may pass it to each other. When three players 
have been put out, the other side takes its turn at hat. The team 
wins that has scored the most runs after each team has had an 
equal number of turns at bat. 

If the game ends in a tie score the game shall continue, each 
team hatting in turn until the score is broken. 

DODGE BALL 

The players are divided into two groups of equal number; one 
group stands on a circle 30 or 35 feet in diameter, and the other 
group in the circle. The outside players have a basket hall with 
which they endeavor to hit the center players, who may jump, 
dodge or run about in order not to be hit. Whoever is hit joins 
the players on the circle. If the ball hits more than one player, 
on one throw, only the first player hit leaves the circle. Should 
the ball come to rest within the circle, an outside player must 
get the ball and throw it to a player on the circle; he must not 
carry the hall out. Likewise if the ball rolls away from the circle 
it should be thrown back. The player throwing the hall must he 
outside the circle, otherwise the player who is hit need not leave 
the center. The player who remains the longest in the circle wins 
the game. The other group now enters the circle and the game 
continues as before. 


216 


Relief Drills Grade VI 

Introduction: To open and close the lesson, see p. 33. 

Leadership: See Part II, p. 44, and relief drills, grade III, 

p. 142. 

Drills: Change drill every two weeks. 

1. Raise arms sideward, rise on toes and breath deeply-1. 

Lower arms sideward downward, lower heels and exhale 
-2. Repeat 8 times. 

Hands on top of head, elbows well back. Trunk circling 
16 counts. 

Running in place, working bent arms vigorously forward 
and backward. 

West Point breathing. 

2. Rise on toes and place hands at upward bend position-1. 

Stretch arms and look upward-2. Return to one and 
position. Repeat 16 counts. 

Raise arms sideward and twist trunk to side-1. Return-2. 

Repeat 16 counts alternating sides. 

Running in place raising knees high in front, 16 counts. 
West Point breathing. 

3. Place hands on shoulders and right foot to side-1. Bend 

trunk to right and fling arms sideward-2. Return to 
one and position. Repeat 16 counts to each side. 

Hands on neck. Raise straight leg forward, alternating 
right and left. 16 counts. 

Hopping on toes in place, 16 counts. 

West Point breathing. 

4. Place arms at upward bend and right foot sideward-1. 

Bend right knee, bend trunk to right and stretch arms 
upward-2 

* Return to one and position. Repeat 16 counts to each 
side. 

Place hands on neck and run in place, raising straight legs 
forward. 

West Point breathing. 

5. Hands on hips. Half knee bend-1. Straighten knees and 

at same time bend trunk forward-2. Return to one by 
raising trunk and bending knees. Continue 16 counts. 
Arms to thrust. Jump feet apart and stretch arms side- 
ward-1. Feet together, arms to thrust-2. Repeat 16 
counts. 

Raise arms sideward upward and breathe deeply. Lower 
arms and exhale. Repeat 5 times. 

6. Raise arms sideward and place right foot sideward-1. 

Bend right knee, bend trunk to right, raise left arm high 
over head, lower right arm to side-2. 


217 


Return to one and position. Repeat 16 counts to each 
side. 

Rocking step, Ho. 13 p. 71. 

West Point breathing. 

7. Raise left arm forward upward, touch left toe forward-1. 

Lower arm, replace foot and raise right arm and touch 
right toe forward-2. This is done with continuous 
hopping. 16 counts. 

Stunt. Heel and Toe spring, p. 329. (The line on the 
floor is not necessary.) 

Raise arms sideward, palms up and breathe deeply. Lower 
arms and exhale. 

8. Mimetic exercise. Driving Stakes, p. 63. 

Hands on hips. Raise left leg sideward and hop twice on 
right foot 1-2. Quickly swing left leg downward and 
raise right leg sideward, hop twice on left foot 3-4. 
Repeat in rhythm, 16 counts. 

West Point breathing. 

9. Place hands on hips and right foot to side-1. Place hands 

on neck, rise on toes, and raise chest-2. Return to one 
and position. Repeat 16 counts. 

Mimetic exercise. Hoisting Sail, p. 63. 

West Point breathing. 

10. Jump feet apart. Bend knees, lower hands to floor. 

Straighten knees, rise on toes and raise arms upward 
over head, look up. Repeat 10 times. 

Hopping exercise. Hands on neck. Spring up and place 
left foot forward and right foot backward; quickly 
change position of feet and continue in hopping rhythm. 
16 counts. 

11. Jump feet apart and bring arms to thrust position. Bend 

trunk forward but with slight head and trunk twisting to 
right, touch left fingers to floor and extend right arm 
sideward-1. Return to starting position-2. Same exer¬ 
cise to other side-3. Return-4. Continue in rhythm, 
alternating sides, 16 counts. 

Rhythmic step. Bleking step, p. 72. 

West Point breathing. 

12. Mimetic exercise. Throwing the Basket Ball, p. 62. 

Run in place. Hands on neck. Raise straight legs back¬ 
ward, 8 counts. Forward, 8 counts. 

West Point breathing. 

Hote: To construct new drills use mimetic exercises, see p. 61; 
rhythmic steps, see p. 70; stunts, appendix I p. 328; and gym¬ 
nastic lessons. 


218 


Gymnastic Lessons Grade VI 

LESSON 1 

Mark- Time! Class— ——- Halt! 

Marching around one row of desks. Odd rows face back of room. 
Forward march from stand. Forward march from marking 
time. Class—- Halt! 

Work for a class rhythm and uniformity in starting and halt¬ 
ing. 

At Ease! Attention! 

Hands on hips- Place! Chest raising and head backward 

bending- One! Two! etc., 16 counts. 

Arms forward- Bend! Position! 

Arms sideward- Raise ! Arms forward- Bend! 

Arms sideward --- Fling ! Arms —- Lower! 

Arms upward bend and right foot sideward- Place! 

Arms upward—- Stretch! Bend! Stretch! Bend! 

Arms downward stretch and foot- Replace! 

Hands on hips— -Place! Right foot forward -Place! 

Heels- Raise! Repeat, One! Two! etc. 

Foot—- Replace! Position! 

Arms to thrust- Bend ! Step forward on right foot- 

One! Bend trunk forward downward close to right knee 

and stretch arms forward to touch floor ---— Two ! Return 

to one- Three! Foot replace- Four! Continue 

in rhythm to four counts. Repeat with left foot forward. 
Make the exercise vigorous by reaching as far forward as 
possible and returning to thrust position with a quick upward 
spring. 

Hopping exercise. Hands on hips. 

Hop in place with feet together, 4 counts. Make one quarter 
turn right, hop, 4 counts. Repeat turn on every fourth count 
until facing forward. Continue, starting left, 16 counts. 

Breathing exercise. Place hand on chest. Draw elbows and 
shoulders well back and take a deep breath-.— One! Re¬ 
lax and exhale —- Two! Repeat. 

lesson 2 

Marching around one row of seats. 

Forward—- March! Change from marching to double 

time on command. Double time- March! p. 22. 

Backward—- March! Starting backward on left foot immedi¬ 

ately after the command. To resume forward marching, 

command, Forward—- March! Start forward on left foot. 

At Ease! Attention! 





























219 


Hands on neck- Place! Chest raising and head backward 

bending- One! Two! etc., 16 counts. Hold elbows well 

back. To overcome hollow back and protruding abdomen, in¬ 
cline slightly forward until weight is over balls of feet. 

Arms upward bend and right foot sideward- Place! Posi¬ 

tion! Repeat, One! Two! etc. several times. 

Raise arms sideward and place right foot forward- One! 

Raise arms upward and rise on toes- Two! Return 

-One! Two! etc. Position! Same left. Emphasize 

stretching up tall and raising head high. 

Hands on hips- Place! Trunk bending to the right- 

One! To the left- Two! Continue in slow rhythm 

-Begin! 16 counts. Halt! 

Mimetic exercise. Driving Stakes, p. 63. 

Hopping exercise. Hands on hips. 

Hop twice on left foot with right leg raised sideward. 
Swing right leg down to hop twice and raise left leg side¬ 
ward. Continue in hopping rhythm raising legs alternately 
to the side. 

West Point breathing. Keeping the arms at the sides, turn the 

palms outward and inhale- One! Return and exhale 

-Two! Repeat five times. 

lesson 3 

Marching around one row of seats. 

Mark time eight counts, march forward eight counts, mark 
time eight counts, march to places. 

Hands on head -- Place! Chest and heel raising-— One! 

Two! Repeat by response to count, 16 counts. Position! 

Arms forward bend and right foot forward- Place! Posi¬ 

tion! Same with left foot forward. Repeat to count al¬ 
ternating right and left foot placing. Hold positions if nec¬ 
essary to make corrections. Vary the length of pause to 
secure alertness. 

Hands on neck- Place! Trunk forward- Bend! Raise! 

Repeat, One! Two! etc. Head should be in line with body. 
Back flat and trunk bending from the hips. 

Arms upward- Bend ! Stretch left arm upward and right 

sidewmrd- One! Bend- Two! Stretch lef x t arm 

sideward and right upward- Three! Bend- Four! 

Continue in rhythm, 16 counts- Begin! Halt! This 

may be combined with heel raising on “ One ” and “ Three ’* 
or foot placings forward or sideward. 

Mimetic exercise. See Saw, p. 61. 

Right face in aisles. 
























220 


/ 


Hands on hips- Place! Alternate right and left knee up¬ 
ward bending- Begin! 16 counts in rhythm. Halt! 

Rhythmic step. Bleking Step, p. 72. 


West Point breathing. 


lesson 4 

Two steps forward-- March! 3 counts. 

Left- Face ! Right —- Face! 

Explain and demonstrate facing. In early lessons secure 
rhythm by counting aloud or clapping hands; later establish 
a class rhythm without aid. 

Hands on neck and right foot sideward—- Place! 

Position! Repeat by response to count, One! Two! etc. 16 
counts. 

Arms upward- Bend! Stretch arms sideward- One! 

Raise arms upward- Two! Lower sideward- 

Three! Bend- Four! Repeat in response to 4 counts, 

several times. Try for accurate movements and correct 
posture (see p. 46). May be combined with heel raising, 
knee bending, or foot placing. 

Place hands on hips and right foot sideward—- One! Place 

hands on neck and twist trunk to right- Two! Return 

to one- Three! Position- Four! Repeat to 4 

slow counts and same left, 4 counts, two or four times in 
each direction. 

Arms to thrust-- Bend! Bend (deep) and spread knees, 

stretch hands downward to floor- One! Return- 

Two! Continue in rhythm -Begin! 8 counts. 

Head and trunk should be held erect throughout the exercise. 

Rhythmic step. Rocking step, p. 71. 

West Point breathing. 


lesson 5 

About- Face ! Left- Face ! Right - Face! 

Practice the about face several times Until a uniform rhythm 
is established. 

Three steps forward- March! 4 counts. 

Three steps backward- March ! 4 counts. 

Arms upward- Bend ! Arms sideward- Stretch! 

Bend! Stretch! Bend! Arms upward—- Stretch! 

Bend ! Repeat. Hold positions to make corrections. 

Eor hollow back, protruding abdomen and drooping head, 
incline slightly forward until weight is over balls of feet. 
Repeat the upward stretch and incline forward at the same 
time. Use correction cues, p. 58. 




























221 


Hands on neck- Place! Place right foot sideward and bend 

trunk right- One! Return- Two! Repeat, One! 

Two! Same left. 

Hands on shoulders place and heels- Raise! Position! 

Repeat, One! Two! etc. Get accurate movements with good 
posture and balance. 

Hands on hips- Place! 

Raising right and left legs forward, alternating to 16 counts. 
Begin! Halt! Correct tendency to hunch forward. The leg 
should he lifted but a few inches from floor. Point the toes. 
Mimetic exercise. Chopping Wood, p. 63. 

Mimetic exercise. Jumping Jack, p. 61. 

West Point breathing. 

lesson 6 

Marching around one row of desks. 

Right step (left)- March! 

Change from right to left side step on command. 

Take short steps and at first aid class to establish rhythm 
by counting or clapping. 

Hands on hips - -- — Place! Hands on neck- Place! 

Change to count, One! Two! Try for quick accurate response. 

Raise arms and place right foot sideward- One! 

Twist trunk to right- Two! Return- Three! 

Position- Four! Repeat to four slow counts. Same 

left. Twisting should be from the waist. Make it a response 
exercise. 

Arm circling (p. 30.)- Begin! 8 counts in each direction. 

Halt! 

Hands on hips- Place! Leg backward raising alternating 

right and left to 16 counts- : — Begin! Halt! 

Mimetic exercise. Windmill, p. 61. 

Mimetic exercise. Start of a Race, p. 62. 

West Point breathing. 

LESSON 7 

Serpentine marching, p. 149. 

Review halting and starting commands. 

Try for improvement in class rhythm and military carriage. 
Change from marching to double time on command. To resume 
marching, command, Forward-- March! 

Hands on shoulders and right foot sideward- Place! 

Head, chest and heel raising, One! Two! 

Repeat by response to count. 

Hands on hips- Place! 

Right forward- Charge! p. 31. Position! 

Hew exercise. Explain and demonstrate. 

Repeat several times and make corrections. Same left. 





















222 


Relaxing hands. Raise extended arms to a horizontal position in 
front and shake hands vigorously. Swing arms to a horizon¬ 
tal position at sides, shaking hands in this position, then 
high over head, shaking them there. 16 counts in each direc¬ 
tion. 

Vaulting seats. Keeping the chest up and head erect, bend for¬ 
ward at the hips and place hands on desks with arms straight. 
Bend the knees-One! Jump high over the seat, alight¬ 

ing on the toes with the knees bent, and immediately take a 

good standing position-Two! On the command “turn” 

turn in the opposite direction and repeat the exercise. Re¬ 
peat 4 times. 

Mimetic exercise. Throwing Basket Ball, p. 62. 

Raise arms sideward, palms up and inhale-One! Lower 

arms and exhale ———- Two! Repeat 5 times. 

LESSON 8 

Serpentine marching. Marching eight counts; marching on toes 
eight counts; repeat for 32 counts. Review all tactics of 
previous lessons. 

Arms forward bend and heels-Raise! 

Arms sideward stretch and heels-—-Lower! 

Repeat, One! Two! several times. Hold the balance position 
to make postural correction. 

Right face in aisles. 

Hands on hips place and right sideward-Charge! 

Position! Repeat several times and hold position to make 
corrections. Same left. 

Bend arms upward and place right foot sideward-One! 

Stretch arms upward-Two! Bend-Three! 

Position-Four! Repeat in response to count, 16 counts. 

Require careful attention to posture. Avoid forward tilting 
of.head and exaggerated curve of lower back. Stretch tall, 
raise head high and backward, draw waist in and keep flat. 

Hands on head--Place! 

Trunk circling--Begin! Starting left, 8 counts. 

Right--Change! 8 counts. 

Hands on hips-Place! 

Bend right knee.upward-One! Replace-Two! 

Raise right leg backward-Three! Replace-- 

Four! 16 counts in rhythm— 7 -Begin! Halt! 

Same with left leg-Begin! Halt! 

Mimetic exercise. Throwing Baseball, p. 62. 

Arms forward-Bend! 

Place hands on neck and inhale-One! 

Return-Two! Repeat five times. 


























223 


LESSON 9 

Left face, about- Face! 4 counts. 

About face, one step forward- March! 4 counts. 

Four steps forward (backward)—- March! 5 counts. 

Make these order exercises to secure attention, alertness, pre¬ 
cision and class rhythm. 

Arms forward bend and right foot forward- Place! 

Hands on neck place and heels- Raise! 

Arms forward bend and heels- Lower! 

Repeat, One! Two! etc., several times. 

Position! Same left. 

Arms upward bend and right forward- Charge! Position! 

Repeat, One! Two! Same left. 

Raise arms sideward, place right foot sideward- One! 

Place hands on neck and bend trunk forward—- Two! 

Repeat, One! Two! etc. 4 times. A difficult exercise. Ex¬ 
plain and demonstrate, calling attention to bending forward 
' from hips, flat back, head and trunk in line, chin in, elbows 
held back. 

Arms to thrust -- Bend! 

Stretch arms sideward and place right foot sideward- 

One! Return- Two! To left—- Three! Return 

-Four! Continue in rhythm alternating right and left 

-Begin! 16 counts in fast time. Halt! 

Mimetic exercise. Batting Baseball, p. 62. 

Running in place-- Run! Hands on hips. Run lightly on 

toes, raising knees high in front, 8 counts; heels backward 
8 counts. 

West Point breathing. 

lesson 10 

Serpentine marching. Hands on hips. 

Step on left foot for two counts, on right foot for two counts; 
continue for eight counts, marching forward in regular time, 
eight counts, repeat counts one to eight, etc., for 32 counts. 
Review marching of previous lessons. 

Arms sideward raise and right foot backward— i - Place! 

Turn palms up and rise on toes—- One! 

Return-- Two! Repeat several*times. Position! Same 

left. 

Right face in aisle. 

Arms forward bend and right sideward-- Charge! 

Position! Repeat, One! Two! Same left. 

Arms to thrust and jump feet apart- One! 

Bend trunk forward downward and swing arms between legs 

- Two! Return to one —- Three! Jump to position 

- Four! Continue in slow rhythm, 16 counts--— 

Begin! Halt! 

15 



























224 


Raise left arm forward upward and bend right knee upward- 

One! Change to right arm and left knee- Two! Con¬ 
tinue in fast time, 16 counts- Begin! Halt! 

Mimetic exercise. Driving Golf Ball, p. 62. 

Running lightly in place or running or skipping around one row 
of desks. * 

West Point breathing. 


Folk Dances Grade VI 

SWEDISH CLAP DANCE* 

Victor 17084 



Formation. Double circle. Partners face forward. Join in¬ 
side hands, outside hands on hips. 

Measures 1-8. Polka step forward, beginning with outside foot 
— step, close, step; alternating feet. 

Measures 1-8 (repeated). Heel and toe polka, bending backward 
on “ heel,” and forward on “ toe.” 

Measures 9-12. Face partners and bow. Up. Clap three times. 
Repeat. 

Measures 13-14. Clap partner’s right hand. Clap own hands. 

Clap partner’s left hand. Clap own hands. 

Measure 15. Turn to left striking right hand against partner’s. 
Measures 16. Stamp three times. 

Measures 9-16. Repeat. 

Repeat from beginning. 


MAY POLE DANCE 

Same as for Grade V. 


* From Crampton’s “ Folk Dance Rook ” Copyright 1909 by A. S. Barnes & 
Company. 

















































225 


NORWEGIAN MOUNTAIN MARCH* 

Victor 17160 
Columbia A 3041 




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9 o r 

9 nr — 

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PCS rr S rr 

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1 1 - 1 - 

tAM—a_L. t 

-1 I 








P%T f T— 

! ! i ! 

”B.(“• V. N * -1 

fP=H=f 

t-fP£=| 




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f=f=^\ 





V II 

12 

13 

±=rt= ~ 

14 

15 

16 


Formation. Triangle. One leader and two following. Leader 
bolds a handkerchief in each hand. Those following grasp 
handkerchief in outside hands, inside hands joined. 

Measures 1-16. Running step forward, stamping on first count 
of each measure, eight times and repeat. Bend in direc¬ 
tion of moving foot. 

Measures B 1-8. Leader stamps once and moves backward with 
six running steps under arms of other two. Number two 
(on left) dances under number one’s right arm. Number 
three turns around under number one’s right arm. Leader 
(number one) turns under his right arm. Repeat measures 
9-16. 

Repeat from beginning. 


* From Crampton’s “ Folk Dance Book ” Copyright 1909 by A. S. Barnes & 
Company. 













































































































226 


soldier’s joy* 


Victor 18331 



Formation: Around the room, in sets of two couples. 

“ Forward and Back” (Measures 1-4.) Each couple (with inside 
hands joined) forward and back with opposite couple. 

“ Swing the Opposite” (Measures 5-8.) Each boy take the op¬ 
posite girl in ordinary position and swings her with eight 
walking (or buzz) steps, (p. 71). 

“ Swing Partner” (Measures 9-16.) Each boy takes his own 
partner in ordinary position, and swings her with 16 walk¬ 
ing (or buzz steps). 

“Ladies Chain” (Measures 1-8.) Each couple execute “Ladies 
Chain” with opposite couple, (p. 70.) 

“Forward and Back” (Measures 9-12). Each couple “forward 
and back ” with opposite couple. 

“Forward and Pass Through” (Measures 13-16.) Each couple 
advance and “ pass through ” the opposite couple, in this way 
progressing to a new couple, with whom the dance is repeated. 

When all have made the round of the circle, they finish with 
“ Swing Partners ” and “ Promenade around the Room.” 


* From “ American Country Dances,” Burchenal. By courtesy of G Schirmer 
Inc., New York. 














































227 


THREE DANCE* 


Moderate (^—12) 


Victor 18000 





1 






Formation: In four couples in quadrille formation. (See p 
70.) Couple 1 and couple 2 stand opposite each other (head 
couples) while couple 2 and couple 4 stand opposite each other 
(side couples). The one taking the hoy’s part stands to the left 
of his partner. When the dance permits, hands are joined 
shoulder height, and free hands are always kept on hips. As many 
groups (four couples each) may be used as desired. 

Steps. Running steps, skips and hop-steps. (See p. 70.) Take 
skipping vigorously, going high on toes with knees well bent in 
front. Hop-step (measure 1) step on left foot (1), hop on left 
foot (2); (measure 2) step on right foot (1), hop on right foot 
(2). Repeat one hop-step to each measure. 

A. All eight dancers join hands and dance around (skipping) 
circle from right to left (measures 1-8). (The circle should be 
spread to its fullest extent.) Repeat left to right (measures 1-8.) 

B. With eight short running steps (beginning with right foot) 
couple 1 and couple 2 go forward and pass each other, couple 1 
going between couple 2 (measures 1-4). Without turning around, 
both couples run back to place. Eight short steps, this time couple 
2 going between (measures 5-8). Couples 3 and 4 repeat same 
(couple 3 going between first) (measures 1-8). 

C. Couples 1 and 2 advance toward each other (hop-step) 
at same time clapping hands 3 times (measures 1-2). Each one 
takes partner opposite, hooks right arm and swings around once 
(hop-step) (measures 3-5). Each one goes back to own partner, 
hooks left arm and swings around once, finishing in original 
position (measures 6-8). 

Repeat whole dance as desired. 


* From “ Dances of the People,” Burchenal. By courtesy of G. Sehirmer, Inc., 
New York. 

















































































228 


Rope Skipping Rhymes Grade VI Girls 

Same as for Grade Y. See page 202. 

Stunts and Contests Grade VI 

Organization pp. 16 and 88. 

Explanation of stunts and contests p. 328 
Boys 

Beview stunts and contests for grade Y 
Jumping Jack 
Heel and toe spring 
Take chair from under 
Prostrate and perpendicular 
Foot throw 
The long reach 
Jump foot 

Girls 

Beview stunts and contests for grade Y. 

Omit Take chair from under 
Badger pull 
Cat fight • 

Rhythmic Steps Grade VI 

See “ Singing Games, Folk Dances, and Bhythmic Steps, ” p. 
69 and “ Bhythmic Steps” grade Y, p. 205. 

For description of the exercises see “Bhythmic Steps” p. 70. 

Beview all exercises of the lower grades 

Bleking-step 

Hop-waltz 

Waltz balance-step 

Dal-step 

Y arsouvienne 

Pas-de-basque 

Minuet step 

Four change-steps forward 1-8. Eight glides left sideward (in 
same direction) 9-16. Same beginning right. 

Step-courtesy left and right sideward 1-4. Three glides left 
sideward and close on 8, 5-8. Same beginning with right 
9-16. Bepeat. 

Change from step-hop to change-step on command. 

Touch-step left forward-1. Touch-step left backward-2. Change- 
step left forward 3-4. Same right 5-8. 

Eight skip-steps forward 1-8. Four gallop-steps left forward 
9-12. Four gallop-steps right forward 13-16. Bepeat. 
Change from skip-steps to gallop on command. 

Double step-hop left and right forward 1-6. Six marching 
steps forward 7-12. Bepeat. 


Frog dance 
Bear dance 
Badger pull 
Hand push 
Siamese twins 
Cat fight 
Hand wrestling 
Elbow wrestling 
Toe wrestling 


Girls 


229 


Four step-hops forward 1-8. Four gallop-steps left forward 
9-12. Four gallop-steps right forward 13-16. 

Four polka-hops forward 1-8. Eight marching steps forward 
9-16. Repeat. 

Three glides left and right forward 1-6. Two mazurka balance 
steps forward 7-12. Repeat. 

Four double steps-hops forward 1-12. Six glides left and six 
glides right sideward 13-24 (In line of direction). 

Three steps forward and touch-step right forward 1-4. Same 
beginning right 5-8. Repeat 9-16. Skip-steps forward 1-16. 
Repeat. 

Note: For more advanced work the teacher may select suitable 
steps for this grade from the list of “ Rhythmic Steps ” p. 70. 


Schoolroom Games Grade VI 


Games to be continued from lower grades 


Overhead relay p. 178 
Blackboard relay p. 208 
Over and Under p. 207 
In and Out relay p. 209 
All-Up relay p. 209 


Corner Spry p. 180 
Last Man p. 179 
Criss Cross Goal p. 206 
Vaulting relay p. 178 


SCHOOLROOM DODGE BALL* 

The players are evenly divided into two teams. One team takes 
its place around the outer edge of the room; the players of the 
other team scatter through the aisles or seats, which latter should 
be turned up if possible. The outer team tries to hit the inner 
team with the ball, any player so hit taking his place in the 
outer team and joining in its play. The player who remains 
longest in the center is considered to have won. 

Only a hit from a ball on the fly counts. A hit from a bounce 
does not put a player out. If a ball touches any part of the 
clothing or person, it is considered a hit. If two players are hit 
by the same throw, only the first one hit is considered out. Players 
may dodge the ball in any way. The ball is returned to the circle 
players by a toss from one of the inner team, should it be out of 
reach of any player of the circle team. 

If desired, the hit players may leave the game instead of join¬ 
ing the outer circle. This leaves the teams intact, and each 
then keeps a separate score. 

If successive games be played, the teams change places, the inner 
players going to the circle, and vice versa. The game may then 

* Prom “ Games for the Playground, Home. School and Gymnasium,” by 
Jessie H. Bancroft. Used by permission of the author and The Macmillan 
Company, publisher. 



230 


be played in innings if desired, each team to be given three 
minutes in the circle. One point is then scored against a team 
while in the center for every player hit, and the team wins which 
has the smallest score at the end. 

GROCERY STORE 

The teacher may appoint captains who will choose, by rota¬ 
tion, all pupils in the room. It is best not to have more than six 
pupils on each team. These teams are assigned rows of seats with 
the captain in front as Ho. 1; his team behind him numbered 2, 
3, 4, etc. The teacher or pupil leader quickly places the first 
letter of some commodity purchased in a grocery store, on the 
blackboard. Suppose the letter to be (S). She should turn at 
the same time calling out one of the numbers assigned to the 
teams. The first child by that number who gives the name of an 
article wins one point for his team. 

Example — Teacher places the letter (S) on the blackboard 
and simultaneously calls (ones), which in this case are the Cap¬ 
tains. Suppose the captain of Team D calls out “ Soap ” before 
any other captain. One point is given to the team which he 
represents. The game is continued by placing another letter 
on the board giving a different number each time. The game calls 
for quick thinking and expression of thought. 

SCHOOLROOM TAG 

Mark a circle on the floor in front of the room. The player who 
is “ it ” may stand near, but not in the circle. The teacher calls 
the names of three players, who rise and try to reach the circle 
without being tagged. They may run in any aisle in either direc¬ 
tion. The one who is “ it ” must chase them and must not just- 
stand and wait for them at the circle. The first one tagged is 
“ it ” and the game continues as before. If none are caught, 
three more are named. Hame different players each time in 
order to give all a chance. 

SPELLING BASEBALL 

Select suitable names for the two teams such as Boston, Hew 
York. A captain should be appointed for each team. Choose a 
place in the room for first, second and third base. Suppose 
Boston is at bat; the captain of the Hew York team pitches the 
first inning. He stands in front of the class and pitches a word 
to the opposing captain. Should the captain fail to spell the 
word correctly this counts as one man out. If the word is cor¬ 
rectly spelled the Boston captain goes to first base. The pitcher 
then gives a word to the next batter. Should the word be spelled 
correctly .the man on first goes to second being replaced on first 


231 


by number two. The half of the inning is up when three men 
are out. 

Suggestions: It is best to change pitchers every inning. 

Any one on the team may run up and give the pitcher a word, 
the only restriction being that the pitcher shall not pitch the word 
unless he himself is able to spell it. 

In the one room school have an equal number of children from 
each grade on both teams. If the eighth grader is pitching and 
a first grader at bat, insist that another first grader come up 
and give a word to the pitcher. 

The batter is given one opportunity to spell the word. 

GEOGRAPHY GAME 

A. Arrange pupils in equal rows. Humber the children cor¬ 
respondingly in each row. The teacher selects a geographical 
word such as Connecticut. Hote is taken that the word ends in 
T. She then might call the number 3’s to think of a word used 
in Geography beginning with the letter T. Example, Texas. 
Credit is given each time to the row in which the individual first 
thinks of a word. 

Hote: The teacher should quickly name another number as 
soon as a word is given. 

B. Using the same arrangement give a piece of chalk to number 
one in each row. At the signal u Go! ” number ones run to the 
blackboard, writing thereon the name of a river in America. As 
soon as this is finished they run back giving the chalk to number 
two in their row who does the same. The first row to finish is 
the winner. 

Suggestions: As a variation of this game use countries, 

mountains, lakes, etc. If the class is reasonably small insist that 
the same river must not appear on the blackboard more than once. 

CENTER BASE 

All the players are seated except one, who, while standing 
by the desk in the center of the room (the desk should be marked 
on top with chalk to distinguish it), tosses the bean bag to some 
other player. That player must catch the bean bag and put it 
on the center desk and quickly chase the one who threw it. The 
thrower tries to get back to the center base and touch the bean 
bag without being tagged. If he succeeds in this he goes to his 
seat and the game is repeated with the other players throwing 
the bean bag. If he is tagged before touching the bean bag he 
throws again and the chaser returns to his seat. See that those 
sitting keep their feet out of aisles. 


232 


Outdoor Games Grade VI 


Games to be continued from lower grades 


Cross Tag p. 212 
Three Deep p. 213 
Bat Ball p. 213 
Leap Frog Bace. 184 
Center Stride Ball p. 212 


Stride Relay p. 185 
Hill Dill p. 185 
Dodge Ball p. 213 
Last Couple Out p. 212 
Whip Tabe p. 185 
Duck on a Rock p. 211 


LONG BASE 

A playground ball game in which any number from eight to 
thirty may play satisfactorily. 

The Game: Nearly all the rules governing Long Base are the 
regular baseball rules except where the position of bases would 
necessitate changes. 

Grounds: Home base as in baseball. Pitcher’s box from 
fifteen to thirty feet from home base according to the size of the 
grounds. Long base is where second base is in baseball, fifteen 
feet to thirty feet back of the pitcher’s box. There are no first 
or third bases. The long base is an area about three feet wide 
and from five to fifteen feet long running across a line drawn 
through home base and pitcher’s box. Lines drawn from the 
ends of long base to home plate define the ground. 

Position of Players: The pitcher, catcher and long baseman 
hold positions as indicated. All others are fielders and may play 
any place they desire, or where they are placed by the director. 

How the Game is Played: A soft ball (preferably a “ 12 ” 
or “ 14 ” playground ball) is pitched underhanded to the batter. 
If the ball is hit he must run to long base. There are no fouls. 
Three strikes and the batter is out. Four balls and he passes to 
long base. Players already on long base are not forced off but 
may wait until they have a chance to run in home without being 
put out. Any member may run home at one time but may not 
return to long base after having left once, except in case of a 
caught fly ball in which case all must return to long base before 
they may run home. 

Balk: Balk as in baseball. Only one player may advance a 
base on a balk. 

Dead Ball. If batter is struck with pitched ball, ball is dead 
until pitcher has it in his box and players may not run. Batter 
is not allowed to take a base on a dead ball. 

Man is Out. If touched with ball by any player before reach¬ 
ing long base after batting ball. If any player having ball in his 
hand touches home base before runner returning from long base. 
It is not necessary to touch runner with ball when returning home. 
If he strikes at the ball, misses it and the ball strikes him. If 
he runs out of bounds or dodges man with ball. If he throws 


233 


bat. If he has started home on fly ball which is caught and is 
touched with ball before he can return to long base. If he refuses 
to run instantly after hitting ball. If he misses or strikes at ball 
three times. If any player on side at bat purposely interferes 
with ball or players on opposite side. 

Three Outs. When three outs are made the side is out. 

Length of Game. Nine innings shall constitute a regular game 
or match game but for playground use at schools it is advisable to 
play a certain number of minutes. From forty-five minutes to 
one hour. 


SPUD 

A basket ball, volley-ball, hollow rubber ball or tennis ball is 
placed on the ground and the players, numbered in succession, 
gather close to the ball. The leader calls a number; the player 
bearing that number immediately picks up the ball and endeavors 
to hit one of the players, who in the meantime have run to a 
safe distance; the players may dodge the ball if possible. 
The ball is then returned and the player who last threw the ball 
calls the next number. Whenever a player is hit three times, or 
the thrower misses three times, he must stand 20 to 30 feet from 
the players, with back to them, while each of the players is given 
opportunity to hit him with the ball. 

JUMP THE SHOT (SLING SHOT) 

All the players but one form a circle. The odd player has a 
rope to which a bean bag is attached; he swings the bag around 
the circle and the players jump the rope. The rope should not 
be more than one foot above the ground. Whoever stops the 
rope changes places with the center player, or is eliminated. 

Variations (1) Use long pole instead of rope; (2) players 
walk or run about the circle, either in the same direction or 
opposite direction in which the rope is moving; (3) players stand 
in couples, in a straight line, not too close together. A pole, about 
6 feet long, with a rope at each end is provided. Two players 
pull the pole along the ground, the couples jumping the pole. 
The players pulling the pole may walk, run, suddenly change 
direction of movement, or even raise the pole a little off the ground. 
The couple stopping the pole changes places with the two runners. 

CATCH BALL* 

A circle six feet in diameter is marked in the center of the 
field of play. Into this circle “ it ” steps with a basket ball. The 
players join hands and form a concentric circle outside the six-foot 
circle. “ It ” tosses the ball into the air in such a manner that it 
will fall inside his six-foot circle if the ball is not caught or other- 

Prom Keene’s “ Manual of Physical Training, Games, and Mass Competitions.” 
Copyright 1914 by World Book Company, Yonkers-on-Hudson, New York. 



234 


wise deflected by a player. Just before “ it ” throws the ball into 
the air, he calls the name of a player in the circle. The one 
called must try to catch the ball before it reaches the ground. 
If he succeeds, he takes the center and becomes “ it ” while “ it ” 
joins the circle. If he does not succeed, he returns to the circle, 
and “ it ” tosses the ball again, while calling some other player. 
The ball must be tossed into the air to a height equal at least 
to the radius of the circle formed by the players. 

MAZE TAG 

The players are divided into an equal number of groups. The 
players of each group stand in parallel lines, hands clasped, with 
a distance of about 5 feet between the lines. One player is chosen 
to be “it ” and another to be runner. When the leader gives the 
command “ Right face! ” or “ Left face! ” the players in the lines 
face in the direction of the command and quickly grasp the hand 
of the neighbor on either side, thus making new lines and aisles. 
The chaser and runner must not break through the new lines but 
must continue along the new aisles. When the runner is caught, 
two new players are chosen to be “ it ” and runner. The leader, 
by the proper commands, should endeavor to intercept the chaser 
when he gets close to the runner. 

Variations: The leader may direct the line players to “ Forward 
March ” or “ Double Quick March.” 

POM POM PULL AWAY* 

This game is suitable for any open play space which admits 
of two lines being drawn across it with a space of from thirty to 
fifty feet between them. All players stand on one side behind one 
of the dividing lines, except one player who is “ it ” and who 
stands in the center of the open ground. He calls any player by 
name and adds a formula, as below: — 

“ John Smith, Pom Pom Pullaway! 

Come away, or I’ll fetch you away! ” 

Whereupon the player named must run across the open space to 
the safety line on the opposite side, the one who is “ it ” trying 
meanwhile to catch him before he reaches that line. If he gets 
over safely, he remains there until all of his comrades have joined 
him or have been caught. Any one caught by the one who is “ it ” 
joins the latter in helping to catch other players as they dash 
across the open space, but the one originally “ it ” remains the 
caller throughout the game. After all of the uncaught players 
have crossed to one side, they try in the same way to return to 
their first goal. The first one to be caught is “ it ” for the next 
game. 

* Prom “ Games for the Playground, Home. School and Gymnasium,” by 
Jessie H. Bancroft. Used by permission of the author and The Macmillan 
Company, publisher. 



235 


Players should give the chaser as much difficulty as possible in 
catching them by making feints in one direction and suddenly 
running in another, or by running diagonally instead of straight 
across, etc. 


FIST OR PUNCH BASEBALL 

The group is divided into two equal teams; the grounds similar 
to the playground diamond, the distance to base being dependant 
upon the size of the play space and the age and sex of players. 
Home plate is the batter’s box; a little to the rear and about 
5 feet to one side of the batter’s box is the catcher’s box. (For 
right-handed batters this will be to the right, and for left-handed 
batters to the left.) The ball to be used is a volley ball. Fielders 
and batters are determined by lot or toss of a coin. 

The catcher, who is a member of the team playing in the field, 
tosses the ball up so that it will drop in front of the batter and 
the batter hits the ball either with the open hand or the fist. 

Rules of the game: 

1. Ball must be hit into fair territory to entitle batter to run 
to first or for a runner already on base to advance. 

2. Runners may be put out by fielder hitting him with ball 
before he reaches the base he is trying to make or if running to 
first, by ball being thrown to and caught by 1st baseman before 
runner reaches the base. Unless runner is forced from third to 
batter’s base he must be hit by throwing ball to put him out; 
if forced from third, runner may be put out by being hit by 
thrown ball or catcher must have ball in his possession before 
runner touches batter’s base. 

3. A fielder catching batted ball before it touches the ground 
retires batter. 

4. Three outs in an inning retires the side, when the batters and 
fielders exchange places. 


CAPTAIN BALL I 

Three circles, from two to five feet in diameter, are drawn at 
the points of a triangle, whose sides measure from fifteen to 
twenty feet. One side of the triangle should be parallel to an 
imaginary line drawn across the playground. Another set of 
three circles are drawn, from twenty-five to thirty-five feet from 
the first set of circles. 

Each team consists of three basemen, three guards and one 
center player. The basemen stand within the circles and are 
guarded by the opposing guards. The baseman, stationed in the 
circle farthest from the center of the playing area, is known as 
captain. 

The leader tosses up the ball between the two centers of the 
field and the player catching the ball, endeavors to throw it to 
one of his basemen, and they in turn endeavor to throw it to their 


236 


captain; tlie guards, of course, intercepting the ball, if possible, 
and throwing it to their basemen. 

The basemen may place one foot outside the base; the guards 
must not touch the circles or the basemen; the players must not 
kick the ball, run with it, snatch or bat it from an opponent’s 
hands, bounce it more than three times in succession or hold it 
longer than three seconds. Any violation of the above rules 
entitles an opposing baseman to a free throw to his captain; the 
only player interfering is the captain’s guard. One point is scored 
each time the captain catches the ball from a baseman. The 
team wins that has the most scores at the end of the playing 
period. 

CAPTAIN BALL II 

The playground is divided by a neutral strip of ground, three 
feet in width. Five circles, from two to five feet in diameter, 
and placed in the form of a large circle, with a sixth circle in 
the middle, are drawn in each half of the playground. Each 
team is composed of five basemen, one captain, in the center 
circle, and four guards. The guards are in the opposing base- 
men’s part of the playing court. 

At the beginning of the game and after each score, the leader 
tosses up the ball between the opposing guards, who stand on 
the lines forming the neutral strip. The guard who catches the 
ball endeavors to throw it to one of his own basemen on the 
other side of the neutral strip. 

The guards must not enter the neutral strip, except in endeavor¬ 
ing to catch the ball from a toss up, step into- a circle or touch 
a baseman; the basemen and captain must have both feet within 
their circles when catching the ball. Any violation of the above 
rules entitles an opposing baseman to a free throw to his captain; 
the only player interfering is the captain’s guard. One point is 
scored each time the captain catches the ball from a baseman, or 
the ball is passed in succession completely around the circle. 
The team wins that has the most scores at the end of the playing 
period. 

The teams shall change sides at the end of the first half. 


237 


Grade Vfl 

1. Content 

Gymnastics and marching 

Active games 

Athletics 

Folk dances 

Stunts 

2. Adaptation 

Recreation 

Promotion of growth by exercises of the large muscles 
Stimulation of breathing and circulation 
Rhythmical training 
Improvement of posture 

To secure promptness in response and accuracy in ex¬ 
ecution of combinations of simple exercises 
Ethical training by means of supervised athletic team 

play 

Training for dexterity, agility, alertness, cultivated in 
the practice of games; importance of form leading to 
the more active outdoor games, running and jumping, 
with increased demands for endurance. 

3. Leadership 

Read and study Parts I and II with particular reference 
to the chapters devoted to the content of the course 
for this grade. 

Do not teach a new play or game until the previous one 
has been mastered. 

Play out of doors whenever possible. 

Open windows wide and keep the class active. 

Game formation see p. 66. 

Introduction of gymnastic lesson is the same for all 
lessons, see p. 33. 

Explanation of gymnastic exercises, p. 27; marching- 
commands, p. 19. 

All exercises must he taken by command first, holding 
each position long enough for correction. It may he 
necessary to repeat the complex exercises several times 
before moving in rhythm. 

Commands that are indented are continuations of the 
marginal exercise. 

Use correction cues, p. 58. 

End every lesson with a breathing exercise. 

Relief drills are not formal. Do not aim for accuracy 
or rhythm. The aim should be relaxation. 

Emphasize leadership in athletic standards, p. 86. 


23S 


Relief Drills Grade VII 

Introduction: To open and close the lesson, see p. 33. 
Leadership: See Part II p. 44, and relief drills grade III p. 142. 

Drills: Change drill every two weeks. 

1. Raise arms sideward upward, place right foot to the side-1. 

Rise on toes, look up and stretch up tall-2. Return to 
one. and position. Repeat, 16 counts. 

Hands on hips. Jump feet apart-1. Bend trunk to right 
-2. Raise trunk-3. Jump feet together-4. Repeat 16 
counts. Bend to left 16 counts. 

West Point breathing. 

2. Mimetic exercise. Throwing Baseball, p. 62. 

Hands on hips. Raise legs forward. Alternating, 16 counts. 
West Point breathing. 

3. Mimetic exercise. Throwing Basket Ball, p. 62. 

Hopping exercise. Hands on neck. Spring up and place 

left foot forward and right foot backward; quickly 
change position of feet and continue in hopping rhythm. 
32 counts. 

West Point breathing. 

4. Arms at upward bend position. Stretch arms forward, side¬ 

ward, upward. 8 counts in each direction. 

Raise arms sideward and rise on toes-1. Raise arms up¬ 
ward and half knee bend-2. Return to one and position. 
16 counts. 

Raise arms sideward, palms up and breathe deeply. 

Lower arms and exhale. Repeat 5 times. 

5. Mimetic exercise. Chopping Wood, p. 63. 

Stunt. Heel Knock. Spring upward with both feet, knock 
heels together twice, and separate them before landing. 
West Point breathing. 

6. Raise arms sideward, place right foot to side-1. Place 

hands on neck, bend right knee and trunk to right-2. 
Change through the erect position to left knee and 
trunk bend-3. Lower arms, raise trunk, replace right 
foot-4. 

Rhythmic step. Cut step forward, p. 71. 

West Point breathing. 

7. Raise arms sideward upward, place right foot forward-1. 

Bend trunk forward downward, touch fingers to floor as 
far in front of foot as possible-2. Return to one and 
position. Repeat 16 counts. 


239 


Rhythmic step. Hands on hips. Hop on left foot and 
raise right foot backward-1. Hop on left and swing 
right leg forward-2. Swing right foot down and hop, 
at the same time raising left foot backward-3. Hop on 
right and swing left leg forward-4. Continue in hopping 
rhythm, 16 counts. 

West Point breathing. 

8. Jump feet apart, bend arms to thrust position-1. Bend 

trunk forward downward and swing arms downward, 
outside of legs, and high in back-2. Return to one-3. 
Jump to position-4. Repeat 16 counts. 

Mimetic exercise. Jumping Jack, p. 61. 

Raise arms sideward to hands on neck position, rise on toes, 
raise chest and breathe deeply. Position and exhale. 5 
times. 

9. Mimetic exercise. Hoisting Sail, p. 63. 

Rhythmic step. Hop on right foot, left foot forward, heel 
on the floor, toes up; and repeat with right foot forward 
and continue alternating feet in hopping rhythm. 

West Point breathing. 

10. Mimetic exercise. Driving Stakes, p. 63. 

Hopping exercise. Hands on neck. Hop with feet together 
and spread on alternate counts. 32 counts. 

West Point breathing. 

11. Place right foot forward, raise arms sideward upward and 

clap hands over head-1. Bend trunk forward downward, 
swing arms downward and clap hands behind right knee- 
2. Return to one and position. Repeat 16 counts. Left 
foot forward, 16 counts. 

Hopping exercise. Hands on neck. Hopping in place, 
touch left toe forward on every other count, 16 counts. 
Change to hopping on left and right forward, 16 counts. 
West Point breathing. 

12. Hands on hips and half knee bend-1. Straighten knees, 

bend trunk forward, and change hands to neck position- 
2. Return to one and continue in rhythm. 16 counts. 
After learning the coordination, increase the rhythm. 
Rhythmic step. Mazurka balance, p. 71. 

West Point breathing. 

13. Raise arms forward upward and half knee bend-1. Straigh¬ 

ten knees, bend trunk forward downward, lower arms to 
touch floor in front of toes-2. Return to one and con¬ 
tinue in quick rhythm. 

Mimetic exercise. Jack in Box, p. 61. 

West Point breathing. 


10 


240 


14. Arms at forward bend, place right foot to side-1. Twist 
trunk to right and fling arms sideward-2. Return to 
one and position, 16 counts. To left, 16 counts. 

Stunt. Bear Dance. This is a difficult stunt but an ex¬ 
cellent exercise. Allow informal practice for a few 
periods with holding on to desks to assist in balancing, 
p. 328. 

West Point breathing. 

Note: To construct new drills use mimetic exercises, see p. 61; 
rhythmic steps, see p. 70; stunts, appendix I p. 328; and gym¬ 
nastic lessons. 


Gymnastic Lessons Grade VII 

LESSON 1 

Right —- Face! Left- Face! About- Face! 

Order several movements in rapid succession. 

In early lessons assist with counting or hand clapping. Later 
establish a class rhythm. 

Hands on neck and right foot sideward- Place! 

Replace! Repeat, One! Two! etc. several times. Same left. 

Raise arms forward and place right foot backward- One! 

Fling arms sideward and rise on toes- Two! Return 

to one- Three! Position—-- Four! Same left. Re¬ 

peat several times alternating right and left. 

Hands on hips- Place! Trunk bending forward, to right 

and left in response to command. Aim for accuracy of exe¬ 
cution and prompt response. 

Place hands on hips and bend knees (half bend)- One! 

Position- Two! In rhythm- Begin! 16 counts. 

Halt! 

Mimetic exercise. Chopping Wood, p. 63. 

Hopping exercise. Hands on hips. 

Hopping on toes in place with feet together. 16 counts. 

Breathing exercise. Raise arms sideward palms up and inhale 

- One! Lower arms and exhale- Two! Repeat 

five times. 


lesson 2 

One step forward (backward)- March! 

Two steps forward (backward)- March! 

Review facings. 

Give commands in brisk military manner and aim for alert¬ 
ness, precision and class rhythm. 


















241 


Raise arms sideward palms up and bend head backward- 

One! Return- Two! Continue in rhythm- Begin! 

16 counts. Halt! 

Arms upward- Bend ! Upward- Stretch! Bend! Po¬ 
sition! Continue in rhythm- Begin! 16 counts. 

Place hands on hips and rise on toes- One! Bend knees, 

head and trunk erect, touch floor between the feet- Two! 

Return to one- Three! Position- Four! Repeat 

to slow counts- One! Two! etc. 16 counts. In early 

lessons allow placing of one hand on desk to assist in balanc¬ 
ing. 

Trunk circling-- Begin! p. 29. Starting left 8 counts; right 

8 counts. 

Mimetic exercise. Rowing, p. 63. 

Hopping exercise. Hands on hips. 

Hopping in place and spreading feet on alternate counts. 16 
counts. 

West Point breathing. 


lesson 3 

To the rear-- March! p. 22. 

Hew command. Practise in the aisle by slowly walking 
through the execution. Take each count separately. Later 
increase the rhythm and execute on command. 

Place hands on neck and right foot sideward--— One! Raise 

chest, bend head backward and rise on toes —-- Two! One! 

Two! etc. 8 counts. Position! Same left, 8 counts. 

Hands on hips and right forward- Charge! Position! Re¬ 

peat by response to count, One! Two! several times. Same 
left. 

Arms forward—— —Bend! Trunk twisting to right and arm 

flinging sideward- One ! Return —-- Two ! Same 

left- Three! and Four! Continue in moderate rhythm, 

16 counts. 

Hands on hips place and feet apart- Jump! 

Bend trunk forward downward and touch floor with left hand, 
keeping right hand on hip and legs straight-— One! Re¬ 
turn -- Two! Repeat with right hand and continue in 

fast rhythm for 16 counts. 

Hopping exercise. Hop on toes in place, starting with hands 
on hips change to hands on neck and continue changing in 
rhythm. 16 counts. 

Breathing exercise. Arms sideward- Raise! 

Place hands on neck, raise chest and inhale- One! 

Return and exhale- : — Two! Repeat five times. 




























240 


14. Arms at forward bend, place right foot to side-1. Twist 
trunk to right and fling arms sideward-2. Return to 
one and position, 16 counts. To left, 16 counts. 

Stunt. Bear Dance. This is a difficult stunt hut an ex¬ 
cellent exercise. Allow informal practice for a few 
periods with holding on to desks to assist in balancing, 
p. 328. 

West Point breathing. 

Note: To construct new drills use mimetic exercises, see p. 61; 
rhythmic steps, see p. 70; stunts, appendix I p. 328; and gym¬ 
nastic lessons. 


Gymnastic Lessons Grade VII 

LESSON 1 

Right- Face ! Left- Face ! About —- Face! 

Order several movements in rapid succession. 

In early lessons assist with counting or hand clapping. Later 
establish a class rhythm. 

Hands on neck and right foot sideward—- Place! 

Replace! Repeat, One! Two! etc. several times. Same left. 

Raise arms forward and place right foot backward- One! 

Fling arms sideward and rise on toes- Two! Return 

to one- Three! Position- Four! Same left. Re¬ 

peat several times alternating right and left. 

Hands on hips- Place! Trunk bending forward, to right 

and left in response to command. Aim for accuracy of exe¬ 
cution and prompt response. 

Place hands on hips and bend knees (half bend)- One! 

Position—- Two! In rhythm- Begin! 16 counts. 

Halt! 

Mimetic exercise. Chopping Wood, p. 63. 

Hopping exercise. Hands on hips. 

Hopping on toes in place with feet together. 16 counts. 

Breathing exercise. Raise arms sideward palms up and inhale 

-One! Lower arms and exhale- Two! Repeat 

five times. 


lesson 2 

One step forward (backward)- March! 

Two steps forward (backward)- March! 

Review facings. 

Give commands in brisk military manner and aim for alert¬ 
ness, precision and class rhythm. 


















241 


Raise arms sideward palms up and bend head backward- 

One! Return- Two! Continue in rhythm- Begin! 

16 counts. Halt! 

Arms upward- Bend! Upward- Stretch! Bend! Po¬ 
sition! Continue in rhythm- Begin! 16 counts. 

Place hands on hips and rise on toes- One! Bend knees, 

head and trunk erect, touch floor between the feet- Two! 

Return to one- Three! Position- Four! Repeat 

to slow counts- One! Two! etc. 16 counts. In early 

lessons allow placing of one hand on desk to assist in balanc¬ 
ing. 

Trunk circling- Begin! p. 29. Starting left 8 counts; right 

8 counts. 

Mimetic exercise. Rowing, p. 63. 

Hopping exercise. Hands on hips. 

Hopping in place and spreading feet on alternate counts. 16 
counts. 

West Point breathing. 


lesson 3 

To the rear- March! p. 22. 

Hew command. Practise in the aisle by slowly walking 
through the execution. Take each count separately. Later 
increase the rhythm and execute on command. 

Place hands on neck and right foot sideward- One! Raise 

chest, bend head backward and rise on toes- Two! One! 

Two! etc. 8 counts. Position! Same left, 8 counts. 

Hands on hips and right forward- Charge! Position! Re¬ 

peat by response to count, One! Two! several times. Same 
left. 

Arms forward- Bend! Trunk twisting to right and arm 

flinging sideward——— One! Return- Two! Same 

left- Three! and Four! Continue in moderate rhythm, 

16 counts. 

Hands on hips place and feet apart- Jump! 

Bend trunk forward downward and touch floor with left hand, 
keeping right hand on hip and legs straight- One! Re¬ 
turn- Two! Repeat with right hand and continue in 

fast rhythm for 16 counts. 

Hopping exercise. Hop on toes in place, starting with hands 
on hips change to hands on neck and continue changing in 
rhythm. 16 counts. 

Breathing exercise. Arms sideward- Raise! 

Place hands on neck, raise chest and inhale- One! 

Return and exhale- : — Two! Repeat five times. 




























242 


LESSON 4 

Three steps forward- March! 4 counts. 

Four steps forward- March! 5 counts. 

Same backward. Try for class rhythm and military carriage. 

Place hands on hips- One! 

Change to hands on neck and raise heels and chest- 

Two! Repeat by response to count several times. 

Raise arms sideward- One! 

Raise left arm upward and lower right arm downward at 

same time bend trunk to the right—- Two! Return 

to one- Three! Position- Four! Same left, 

Five! to Eight! Repeat 16 counts, alternating right and left. 

Right face in aisles. Hands on hips and right sideward- 

Charge! Position! Repeat four times right and four times 
left. Hold position for corrections. 

Arm circling- Begin! The arms are held straight while 

making small circles by the hips, at the side or forward hor¬ 
izontal and overhead, 8 counts in each direction. To change 
position, command, Change! Avoid swaying of body. 

Mimetic exercise. Putting the Shot, p. 62. 

Hopping exercise. Hands on hips. Hopping in place with alter¬ 
nate right and left foot placing forward, 16 counts. 

West Point breathing. 


lesson 5 

Serpentine marching. 

On toes- March! 

Double time-March! 

Change from ordinary marching to one of the above on com¬ 
mand. To resume marching, Forward- March! 

Review, To the rear- March! 

Arms to forward bend and place right foot forward- One! 

Fling arms sideward, palms up, and rise on toes- Two! 

Return- One! Two! Repeat by ‘response to count. 

Same left. 

Arms upward- Bend ! Arms sideward stretch and right foov 

sideward- Place! Arms bend and foot'- Replace! 

Position! Repeat by response to count. 16 counts. Same 
left, 16 counts. 

Hands on hips- —Place! Right backward- Charge! 

Repeat several times. Same left. Aim for improvement 
with each lesson. 

Place hands on hips and right foot forward- One! Bend 

right knee, bend trunk forward and downward and reach 
forward to touch floor far in front of foot- Two! Re- 

























243 


turn to one- Three! Position- Four! Continue 

in slow rhythm, 8 counts. Same left, 8 counts. 

Mimetic exercise. Teamsters Warming Up, p. 64. 

West Point breathing. 


lesson 6 

Four steps forward and four steps backward-- March! 

10 counts. At the end of the four steps forward bring the 
feet together on the fifth count, and start backward on left 
foot on count six. 

Two (three )steps forward and two (three) steps backward- 

March! 

Arms upward- Bend ! Arms upward- Stretch ! Hands 

on neck- Place! Position! 

Repeat by response to counts, One! to Four! 

Hold positions to correct posture. Try for definite accurate 
movements. 

Bend arms upward and place the right foot sideward- One! 

Bend trunk to right and stretch arms sideward-TWO! 

Return to one-- Three! Position- Four! Same 

left. 

Raise arms sideward- One! Charge right forward and bring 

arms to upward bend- Two! Return to one- 

Three! Position- Four! Repeat twice right forward 

and twice left forward in response to counts. 

Mimetic exercise. Driving Stakes, p. 63. 

Rhythmic step. Hop twice on left foot and raise right leg for¬ 
ward -- One and! Swing right leg downward to displace 

left, hop twice on right and raise left leg backward- 

Two and! Continue in hopping rhythm, 16 counts. At next 
lesson start with opposite foot forward. 

West Point breathing. 


LESSON 7 

One step forward march and right-- Face! 4 counts. 

Left face and one step backward- March! 4 counts. 

Right face and one step to the left- March! 4 counts. 

One step to the right and left- Face! 4 counts. 

In teaching walk through the command taking each count 
separately. Try for class rhythm, attention and accurate 
execution. 

Arms forward- Raise! Arms sideward fling and right foot 

forward- Place! Return to one—- Three! Posi¬ 
tion- Four! Repeat by response to counts, One! to 

Four! Same left. 


























244 


Raise arms and place right foot sideward- One! 

Place hands on shoulders and twist trunk to the right- 

T wo ! Return- One ! Repeat- T wo ! Continue 

twisting right, 8 counts. Position! Same left, 8 counts. 

Right face in aisles. Hands on hips. Alternate right and left 

leg raising sideward-- Begin! 16 counts. Halt! 

Mimetic exercise. Pulling up Anchor, p. 63. 

Mimetic exercise. Start of a Race, p. 62. 

West Point breathing. 

lesson 8 

One step forward march and about- Face! 4 counts. 

Two steps forward march and about- Face ! 5 counts. 

Left face, right face, one step forward- March! 

6 counts. Use other similar commands. 

Place hands on head- One! Raise head, chest and heels- 

Two! Hold balance. Use correction guides (p. 58). 

Return to one- Three! Position- Four! Repeat 

by response to counts, One to four! 

Place hands on hips- One! 

Bend trunk to right and place hands on neck- Two! 

Return to one- Three! Position- Four! Repeat 

in rhythm to 8 counts. Same bending left, 8 counts. 

Raise arms forward and place right foot forward- One! 

Fling arms sideward and charge forward on right foot- 

Two! Return to one- Three! Position-- Four! 

Repeat to eight counts. Same left forward eight counts. 
Mimetic exercise. Signaling, p. 64. 

Mimetic exercise. Throwing Basket Ball, p. 62. 

Rhythmic step. Bleking step, p. 72. 

West Point breathing. 

lesson 9 

About face and one step backward- March! 

One step forward march, arms sideward- Raise! 

One step backward march, hands on hips- Place! 

The arms move on the last count. Add similar exercises. 

Raise arms forward and bend knees (half bend)- One! 

Fling arms sideward and stretch knees- Two! 

Repeat, One! Two! etc. several times. 

Place hands on hips and right foot sideward- One! 

Place hands on neck and twist trunk to right- Two! 

Return to one- Three ! Position- Four! Repeat 

in rhythm to 8 counts. Same left for 8 counts. 

Hands on neck place and right backward- Charge! Position! 

Repeat, One! Two! etc. same left. 
































245 


Place hands (clenched) in front of shoulders with elbows close 
to sides. Swing arms upward and outward and continue in 
circle downward to cross in front of thighs and return to 
starting position. Continue arm circling in rhythm 16 counts. 

Jump feet apart and place hands on hips- One! 

Bend trunk forward downward and stretch arms downward 

to touch floor—— Two! Return to one- Three! Jump 

to position- Four! Continue in rhythm, 16 counts. 

Hopping exercise. Hands on hips. Hop lightly on toes with feet 
together and turn one quarter turn right on every fourth 
count. When the complete circle has been made (16 counts) 
repeat, going to the left. 

West Point breathing. 


lesson 10 

Three steps forward march and right- Face! 

6 counts. Right face and three steps forward- March! 

Left face and two steps to the right- March! 

6 counts. Review several similar commands. 

Try for a uniform execution. Add similar exercises. 

Hands on hips and right foot backward-- Place! 

Place hands on neck and rise on toes- One! 

Return- Two! Repeat, One! Two! several times. 

Change feet- Jump! Repeat exercise. 

Bend trunk forward and swing arms up through the side horizon¬ 
tal to place hands on neck —- One! Position- Two! 

Repeat by response to count, One! Two! 8 counts. 

Right face in aisles. 

Arms upward bend and right sideward- Charge! Posi¬ 

tion! Repeat, One! Two! 8 counts. Same left, 8 counts. 

Bend arms to thrust and step backward on right foot- One! 

Bend trunk forward downward and stretch arms downward 

to touch floor- Two! Return to one- Three! 

Position- Four! Continue in rhythm to slow counts 

-Begin! Halt! 8 counts with right foot backward; 

same left. 

Mimetic exercise. Throwing Baseball, p. 62. 

Rhythmic step. Hands on hips. 

Hop twice on left foot and raise right leg sideward- 

One and! Swing right leg downward to displace left and hop 
twice, with left leg raised sideward- Two and! Con¬ 

tinue side to side movement in fast hopping rhythm. 16 
counts. 

West Point breathing. 






















246 


Folk Dances Grade VII 


THE CRESTED HEN* 


Victor 17159 
Columbia A 3049 



Formation. Circles of three, hands joined, number dancers 1-2-3. 

Step: Step-hop raising foot quickly from floor each time. 

Measures 1-8. Dance eight steps starting with left foot and mov¬ 
ing in circle to left. 

Measure 1. Stamp with left foot. 

Measures 2-8. Dance seven steps, starting with right foot and 
moving in circle to right. Finish in one line, 1 and 3 drop¬ 
ping hands. 2 standing in center holding hands of 1 and 3. 

Measures 9-12. Number 1 dances four steps crossing in front 
of number 2, passing under arms of 2 and 3 and on to her own 
place. Number 2 dances four steps turning in place in same 
direction as number 1. 

Measures 13-16. Number 3 dances four steps crossing in front 
of number 2, passing under the arms of 1 and 2 and on to 
her own place. Number 2 dances four steps turning in 
place in same direction as number 3. 

Measures 8-12. Number 1 repeat. 

Measures 13-16. Number 3 repeat. 

Repeat from beginning. 


* From Crampton’s “ Second Folk Dance Book ” Copyright 1916 by A. S. 
Barnes & Company. 


















































247 


MAY POLE DANCE 

Same as for Grade V p. 200. 


VIRGINIA REEL* 



Formation: Pupils in two lines, several feet apart. If there 
are more than twelve, have two or more sets. One end of set is 
called the head, the other the foot. 

Head 111111 Foot 
2 2 2 2 2 2 

Fig. 1. Head Ho. 1 and foot Ho. 2 go toward each other and 
back to places, then Ho. 2 and foot Ho. 1. Hote: In figures 2, 
3, 4 and 5, the head and foot couples work diagonally as described 
in figure 1. 

Fig. 2. Head Ho. 1 and foot Ho. 2 join R hands, turn and 
return to places. Opposite ends same. 

Fig. 3. Join L hands, turn and return to places. 

Fig. 4. Turn with both hands joined. 

Fig. 5. Back around each other, “do-si-do.” 

Fig. 6. Cast off. Head couple join R hands and turn half way 
around, Ho. 1 joining L hand with the second Ho. 2 and Ho. 2 
with the second Ho. 1. Continue down the set, head couple swing¬ 
ing with the R hand after each time of swinging one in the line. 
When foot of set is reached, head couple join both hands and 
skip sidewise to head of set. 

Fig. 7. Countermarch. Each line marches with Ho. 1 and Ho. 
2 of head couple leading, outside of set and down to foot, where 
head couple form an arch with both hands and all others pass 
under. This brings the second couple at head and leaves head 
couple at foot. Continue if desired until all couples have been 
head couples. 


* From “American Country Dances,” Burehenal. By Courtesy of G. Schirmer, 
Inc., New York. 











































248 


FINNISH REEL* 


Columbia A 3062 



Formation: Two parallel lines facing each other. Hands on hips. 

Measures 1-8. Hop left, touch top of right toe at side. Hop 
left, touch right heel at side. Repeat other side. Repeat 
whole step three times. 

Measures 9-10. Step forward right. Stamp left, bringing heels 
together. Step backward left. Stamp right, bringing heels 
together. 

Measures 11-12. With three running steps partners change places, 
passing on right side. Face the center on four. 

Measures 13-16. Repeat measures 9-12, returning to former places. 

Repeat from beginning. 


* From Crampton s “Folk Dance Hook' Cnpyrigh* 1909 by A S Rarnes & 
Company. 










































































240 


OLD RUSTIC DANCE* 




Louis H. Chalif 

Formation: Any number of couples can participate in this 
dance. All join hands in a circle. 

1. Starting with right foot toward right 

side slide count 1 

Bring left foot to right count 2 

Step right foot to side count 3 


* By courtesy of the author and publisher, Mr. Louis H. Chalif, Chalif Normal 
School of Dancing, New York. 























































































































































250 


And swing left foot in front of right 
and hop on right foot count 4 

Repeat the above movement to left 
side starting with left foot count 1, 

2, 3 & 4 

Repeat the above movement 3 times to each side 
Race partners 

2. Repeat 1 each one to his right and left side 
Joint right hands (left hands hold the skirt) 

Starting with right foot step and hop, once 
around each other with four hopping steps 
Repeat all 2 

After the second time leave partner and face 
new partner 

Repeat the 2 with new partner, and continue changing part¬ 
ners until original partners meet, then repeat the whole 
dance from the very beginning. 

Rhythmic Steps Grade VI! Girls 

See “ Singing Games, Folk Dances, and Rhythmic Steps ”, p. 69 
and “ Rhythmic Steps ” grade Y, p. 205. 

For description of the exercises see “ Rhythmic Steps” p. 70. 

Review all exercises of the lower grades. 

Four polka-hops forward 1-8. Four step-hops forward 9-16. 
Repeat. 

Three mazurka balance steps sideward left, right, left 1-9. 
Make a whole turn right in three running steps 1-12. Re¬ 
peat. Same beginning right. 

Four step-swing-hops 1-8. Four step-hops forward 9-16. Repeat. 
Two glides left sideward 1-2. Step-courtesy 3-4. Same right 5-8. 
Change from step-hops to skip-steps forward on command. 

Two double step-hops forward 1-6. Three glides left and right 
forward 7-12. Repeat. 

Four gallop-steps left forward 1-4. Four gallop-steps right for¬ 
ward 5-8. Pas-de-basque right 1-3. Pas-de-basque left 4-6. 
Repeat. 

Step-swing-hop left 1-2, right 3-4. Four glides left forward 
5-12; right forward 12-20. Repeat. 

Draw-steps four left sideward 1-8. Four right 9-16. Three- 
step-turn left 1-4; right 5-8. Repeat. 

Two step-courtesies left and right sideward 1-4. Two touch- 
steps left and right forward 5-8. Repeat. 

Yarsouvienne starting left 1-6; right 7-12. Dal-step right 1-3; 
left 4-6. Repeat. 

Note: The teacher may arrange many combinations similar 

to above by selecting steps suitable for this grade from the list 
of “ Rhythmic Steps” on p. 70. 


1 measure 

1 measure 
6 measures 

2 measures 

2 measures 
4 measures 


251 


Stunts and Contests Grade VII 

Organization pp. 16 and 88. 

Explanation of stunts and contests p. 328. 
Boys 


Review lower grade work 
Bend the grab 
Chair creeper 
Crane dive 
Fishhawk dive 
Front somersault 
Full squat 
Jump stick 
Stiff 

Cart wheel 
Heel knock 
Girls 

Review lower grade work. 
Make selection of stunts a 


Duck fight 
Horizontal staff pull 
Staff pull up 
Dot and carry two 
Twisting sticks 
Dog fight 
Elephant walk 
Sack of wheat 
Eskimo roll 
Bobbin ahead 
Back spring 


contests suitable for girls. 


Schoolroom Games Grade VII 

Games to be continued from the lower 
Last Man p. 179 
Grocery Store p. 230 
Spelling Baseball p. 230 
Geography Game p. 231 
In and Out Relay p. 209 
All-Up Relay p. 209 


Center Base p. 231 
Vaulting Relay p. 178 
Overhead Relay p. 178 
Passing and Tossing Relay 
Races 


LINE BALL* 

A line is drawn across the front of the room a foot or more 
from the blackboard. A second line is drawn across the front of 
the room in line with the front row of desks. 

A leader is chosen from each row, who stands toeing the line 
nearest the blackboard while he faces his row. There should he 
an even number of pupils in each row. At a signal, the first pupil 
in each row rises, stands toeing the line by the desk, and the leader 
tosses it back to the player, who tosses it back to the leader, and 
immediately sits. The last is a signal for the next pupil to run 
forward, toe the line, and continue the tossing. This goes on 
until the leader has thrown to all in his row. As soon as this 
has occurred, he runs to the line by the desk and holds up the 
ball. The line to do this first wins the game. 


* From Physical Training for the Elementary Schools,” Clark. Copyright 1917 
by Benj. H. Sanborn & Company. Chicago. 



252 


HOPPING RACE 

In the front of the room, parallel to the wall, arrange two rows 
of bean bags or cardboards; the distance between the bags should 
be about 15 inches. The players are divided into four equal teams, 
A, B, C, D. One player of teams A and B, toes the starting line 
at the end of the rows; at the leader’s command, they bop over the 
bags, on the right foot to the other end of the row, and immedi¬ 
ately bop back on the other foot. The player first crossing the 
starting line, scores points for bis team; 1 point is deducted each 
time the player steps on a bag or touches the floor with the other 
foot. The team wins whose players score the most points. The 
players of teams C and D bop in like manner, and the winner 
plays the winner of A and B for the championship of the room. 

Variations 1. Jump with both feet. 2. Holding one foot. 
Jump backwards; rows not so long as in forward jump. 

ZIG-ZAG PASSING 

The players are divided into two teams of equal number, and 
each team into two groups. One group of each team lines up along 
the rear and front walls. The other groups line up across the 
middle of the room, facing their respective team groups. The 
first player in each group, next to the wall, has a ball, and at 
the leader’s command passes it to the first player in the opposite 
group, who immediately passes it back to the second player in the 
first group; the ball is passed across the room in this manner. The 
teams win that first “ zig-zags ” the ball across the room and back 
again. 


JACK RABBIT RELAY 

Players are divided into two or more teams of equal numbers. 
Each team lines up in single file behind the starting line. There 
should be about four or five feet distance sideways between the 
files. The captain of each team has a wand or piece about three 
feet long cut from a broom handle. Each captain stands toe-, 
ing the starting line. 

At a signal the captains turn and give one end of wand or 
rod to player next behind, while captain retains hold on other 
end. Then these two players stoop down and run back to end of 
line, one on each side of the file and holding wand as near floor 
as possible, and parallel with floor. Each one in line jumps over 
the wand as it reaches him giving the appearance of jack rabbits. 
After the last one in line has jumped, the one who was second 
in line runs back to the head of the line and gives end of wand 
to third player, while the captain takes place at end of line. 
This continues until captain is again at head of line. The team 
wins whose captain is first to return to original place. 


253 


&ALL TAG* 

The players join hands for a circle and number off. One 
player is “ it ” and stands in the center of the circle with a practice 
ball or volley ball. “ It ” calls out two numbers and the players 
having these numbers must quickly change their places. As 
soon as “ it ” has called the numbers,, he tosses the ball to another 
number in the circle, and this player must quickly toss it back 
to “ it.” “ It ” thereupon tries to hit one of the two changing 
numbers with the ball. If he succeeds, he joins the circle, and 
the number hit becomes “ it. ” 

HAND FOOTBALLf 

The ground should be about fifty feet wide. The players are 
divided into two teams which line up opposite each other in 
straight rows. The rows should stand about ten feet in front of 
the rear boundary lines. A player is chosen from each side to 
act as kicker. The two players stand facing each other, about ten 
feet apart. The teacher stands at the side of the center and throws 
the ball so that it will fall between the two kickers. Each kicker 
tries to kick the ball over the heads of his opponent’s team; 
they try to prevent this by batting the ball back with their hands. 
They are not allowed to kick, to grasp the ball, or leave their 
places. The kicker sending the ball over the head of his opponent 
wins the game. 


Outdoor Games Grade VII 


Games to be continued from 
Spud p. 233 
Hill Dill p. 185 
. Fist Baseball p. 235 
Dodge Ball p. 213 
Captain Ball p. 235 


lower grades 

Maze Tag p. 234 
Pom Pom Pullaway p. 234 
Three Deep p. 213 
Catch Ball p. 233 
Long Base p. 232 


* From Keene’s “ Manual of Physical Training, Games, and Mass Competi¬ 
tions.” Copyright 1914 by World Book Company, Yonkers-on-Hudson, New York. 

f From “ Physical Training for the Elementary Schools,” Clark. Copyright 
1917 by Benj. H. Sanborn & Company, Chicago. 



254 


FOX AND GEESE* 

One player is chosen to he fox and another to be gander. The 
remaining players all stand in single file behind the gander, each 
with his hands on the shoulders of the one next in front. The 
gander tries to protect his flock of geese from being caught by the 
fox, and to do this spreads out his arms and dodges around in any 
way he sees fit to circumvent the efforts of the fox. Only the last 
goose in the line may be tagged by the fox, or should the line be 
very long, the last five or ten players may be tagged as decided 
beforehand. It will be seen that the geese may all cooperate 
with the gander by doubling and redoubling their line to prevent 
the fox from tagging the last goose. Should the fox tag the last 
goose (or one of the last five or ten, if that be permissible), 
that goose becomes fox and the fox becomes gander. 

A good deal of spirit may he added to the game by the following 
dialogue, which is sometimes used to open it: 

The fox shouts tantalizingly, “ Geese, geese, gannio! ” 

The geese reply scornfully, “Fox, fox, fannio!” 

Fox, “ How many geese have you to-day ? 99 

Gander, “ More than you can catch and carry away.” 

Whereupon the chase begins. 

IN AND OTJT BELAY 

(Apparatus: Indian clubs or a good substitute) 

The players are divided into two or more groups of like number, 
which compete against each other. The groups line up in a single 
file behind a starting line, which is distinctly marked on the 
ground. Directly in front of each team, at the opposing end of 
the running space (which should he from 20 to 50 feet long) is 
a row of three Indian clubs standing about 2 feet apart. 

On a signal number 1 of each file runs forward and zig-zags 
between the clubs, without knocking any over, after which he 
makes a straight run back to his team touching the next jffayer’s 
hand, and then passes to rear end of line. The second player 
should be waiting for this “ touch off ” with toe just back of 
starting line and hand out-stretched. 

The second player repeats the run of the first, and so on until 
everyone has run. If a club is knocked over it must he set up 
immediately by the one who knocked it over. 

The teams win in order of finishing, plus the smallest score 
on fouls. 

Fouls: (1) starting over the line before the “ touch off; ” (2) 

not replacing clubs 'after falling. 

* From “ Games for the Playground, Home, School and Gymnasium,” by 
Jessie H. Bancroft. Used by permission of the author and The Macmillan Com¬ 
pany, publisher. 



255 


Method of Scoring 

learns Order of finishing No. of fouls Order of winning 
A 3 11 

B 2 5 2 

Cl 7 3 

KICK BASEBALL 

The ground is marked off and the players arranged similar to 
the regular game of playground baseball. A playground basket 
ball is used and the pitcher delivers the ball by rolling it on the 
ground to the kicker who stands on a home plate 3 feet square. 
The kicker, of course, endeavors to kick the ball fair. A ball 
that crosses the home plate, higher than the knees of the kicker, 
is called a ball, unless the player kicks at it. A player may also 
be put out, if he is hit with ball when off any base. In all other 
respects the game is played like playground baseball. 

CRACK ABOUT 

All the players, numbered in succession, gather around a basket 
ball which is placed on the ground. The leader calls the number 
of some player, -who immediately picks up the ball; the other 
players scatter. When the player who has the ball says “ Halt! ” 
all stand still while he endeavors to hit someone. If no one is 
hit, all run for the ball, the one securing it says “ Halt! ” and im¬ 
mediately throws it at someone. The game continues in this 
manner until a player is hit; the ball is then returned and the 
game proceeds as at the beginning. The player who is hit three 
times stands some distance away, back toward the other players, 
and each player in turn endeavors to hit him with the ball. 

NEWCOMB 

Players are placed in two teams of as equal playing ability as 
possible. Numbers may be equal or not. The playing space may 
be a basket-ball court or any smaller space with definite boundaries. 

Stretch a rope or tennis net across the middle of the court at 
a height of 6 or 8 feet. Use a basket ball, volley ball or soccer 
ball. Send one team to each side of the net and give the ball 
to one side. Select an umpire, a score keeper, and a time keeper. 
The umpire is to call the score, the score keeper is to write it 
down as it is called, and the time keeper should call time at the 
end of half the time set for play. When the umpire calls “ Play ” 
one pl^er of the side having the ball throws it over the net with 
the object of making it strike the floor in the opponents’ half of 
the court. The opponents try to catch the ball before it strikes, 
and then throw it back. If the ball hits the floor in the opponents’ 


17 


256 


territory, it is a score for the side throwing it. Each side has a 
* captain who should station the players about the floor so as to 
leave no part unprotected. Small players should be stationed 
near the rope; strong throwers and good catchers near the back. 
In calling the score the captain’s name is mentioned as “ Score 
for John ” “ Score for Ruth.” 

It is a foul to hit the rope, to throw the ball under the rope, 
or throw it outside of the opponents’ court in any direction. A 
ball thrown outside counts as a foul only when the opponents 
do not touch it. A foul gives a score to the other side. When 
time is called for the first half, the players change sides, the ball 
is given to the side that did not have the first throw in the first 
half, and a rest may be given if needed. The side having the 
largest score at the end of second half wins. 

PRISONERS BASE 

Divide the playground into two equal parts. A prison is marked 
off at the rear left corner of each part. The players are divided 
into two equal teams, each occupying one-half of the playground, 
and venture into the opponents’ territory as far as possible. If 
a player is caught before he can return he is placed in the prison, 
where he must remain till one of his own side has entered the 
prison without being tagged. Only one player may be released 
at a time, and both may be tagged while returning to their part 
of the playground. The team wins that has made the most 
prisoners during the playing period, or that has put all its 
opponents into prison. 

Variations : The players are divided into two teams, each team 
standing behind a goal line at one end of the playground; the 
area between the two goals is neutral ground. A prison base, 
indicated by a stone, is placed 5 or 10 feet in front of the left 
end of each goal line. The game begins by a player of one side, 
which we shall call A, making a dare into the neutral territory. 
A player of side B immediately leaves his goal to tag the first 
player. Another player of team A now leaves the goal to “ cover ” 
his teammate and to tag the first player of team B. Another B 
player covers his teammate. Any player may tag anyone from 
the opponents’ side who left his goal before he did, but none who 
left their goal after he did. When a player is tagged he becomes 
a- prisoner and must stand at the base. He may stretch as far 
as possible, so long as one foot remains on the base. If there are 
several prisoners they may form a chain, the last one caught 
always taking his place at the base. 

A prisoner is released when one of his teammates rea®hes his 
goal safely; both may return without being tagged. The team 
wins that has captured the most prisoners during the playing 
period. 


257 


LINE FOOTBALL 

Two teams face each other on lines about thirty feet apart, 
stretching from wall to wall in the gymnasium. A football is 
placed in the center of the field of play, and at the word “ start ” 
a player from the end of the line runs toward it. The object 
is to kick it across the line of the opponent, either between their 
feet or over their heads. The kickers may not use their hands, 
but the players on the line may guard to prevent scoring by kick¬ 
ing or batting the ball back into play. They may only step over 
the line they are guarding with one foot. When the goal is made, 
the kicker takes his place at the left end of the line, and another 
player becomes kicker. The game may continue until all the 
players have been kickers, or either a certain number of points 
may be decided upon at the beginning of the game. 

If a gymnasium is not available, this game may be played on 
the school grounds, and lines mark the goals. If played in a 
gymnasium, the end walls of the room may be the goals, or lines 
marked. 

CROWS AND CRANES 

Two lines of players, back to back and about one yard apart. 
The instructor designates one line as crows and the other line 
as cranes. If he should call out “ Cranes,” the cranes will rush 
forward about 30 feet across a safety line, and the line desig¬ 
nated as crows will turn around and attempt to tag the oppos¬ 
ing players before they have covered the distance to safety line. 
Those who are tagged must go over to the other side. Team, 
having largest number of players at expiration of a- given time 
wins. 

Note: The instructor can make the game more interesting by 
drawing out the “ R ” in either crows or cranes. 


258 


Grade Vill 

1. Content 

Gymnastics and marching 

Active games 

Athletics 

Folk dances 

Stunts 

2. Adaptation 

Recreation 

Promotion of growth by exercises of the large muscles 
Stimulation of breathing and circulation 
Rhythmical training 
Improvement of posture 

To secure promptness in response and accuracy in ex¬ 
ecution of combinations of simple exercises 
Ethical training by means of supervised athletic team 

Pky 

Training for dexterity, agility, alertness, cultivated in 
the practice of games; importance of form leading to 
the more active outdoor games, running and jumping, 
with increased demands for endurance. 

S . Leadership 

Read and study Parts I and II with particular reference 
to the chapters devoted to the content of the course 
for this grade. 

Do not teach a new play or game until the previous one 
been mastered. 

Play out of doors whenever possible. 

Open windows wide and keep the class active. 

Game formations, see p. 66. 

Introduction of gymnastic lesson is the same for all 
lessons, see p. 33. 

Explanation of gymnastic exercises, p. 27; marching 
commands, p. 19. 

All exercises must be taken by command first, holding 
each position long enough for correction. It may be 
necessary to repeat the complex exercises several times 
before moving in rhythm. 

Commands that are indented are continuations of the 
marginal exercises. 

Use correction cues, p. 58. 

End every lesson with a breathing exercise. 

Relief drills are not formal. Do not aim for accuracy 
or rhythm. The aim should be relaxation. 

Emphasize leadership in athletic standards, p. 86. 


259 


Relief Drills Grade VIII 

Introduction: To open and close the lesson, see p. 33. 
Leadership: See Part II p. 44, and relief drills, grade IH 

p. 142. 

Drills: Change drill every two weeks. 

1. Place hands on hips, touch right toe forward-1. Change 

toe touch to a charge, bend trunk well forward and 
change hands to neck-2. Return to one and position 3-4. 
16 counts. Left forward, 16 counts. 

Mimetic exercise. Basket Ball Throw, p. 62. 

West Point breathing. 

2. Hands on hips. Half knee bend-1. Stretch knees and bend 

trunk forward-2. Raise trunk and bend knees-3. Con¬ 
tinue from one position into the other in quick rhythm. 
When learned add arm movement changing from hands on 
hips to neck on the forward bend movement. 

Rhythmic step. Rocking step, p. 71. 

West Point breathing. 

3. Jump feet apart and place hands on head-1. 

Rise on toes, bend and press head and elbows backward-2. 
(Hold balance). Return to one and position 3-4. 16 

counts. 

Mimetic exercise. Driving Golf Ball, p. 62. 

West Point breathing. 

4. Raise arms sideward upward and touch right toe forward-1. 

Change foot to toe touch backward, bend trunk forward 
downward until fingers touch floor in front of left foot-2. 
Return to one and position 3-4. 16 counts. Left for¬ 

ward, 16 counts. 

Hopping exercise. Hands on neck. Spring up and place 
left foot forward and right foot backward; quickly 
change position of feet and continue in hopping rhythm 
16 counts. 

West Point breathing. 

5. Raise arms forward, place right foot forward-1. Raise 

arms upward, rise on toes and stretch up tall-2. Return 
to one and position 3-4. 16 counts. Right foot forward, 
16 counts. 

Hands on hips. Step to right side and bend trunk right in 
a combined movement-1. Position-2. Repeat 8 counts. 
To left, 8 counts. 

West Point breathing. 


260 


6. Raise right knee forward, and arms to forward bend posi¬ 

tion-1. Place right foot backward and fling arms side- 
ward-2. Return to one and position, 3-4. 16 counts. 
Left leg, 16 counts. 

Arms circling at the sides, sideward, and forward. 16 
counts in each direction. 

West Point breathing. 

7. Left arm forward upward and right toe touch forward-1. 

Change quickly to right arm up and left foot forward-2. 
Increase the rhythm after learning to hopping time. 16 
counts. 

Raise arms sideward, place right foot to side-1. Twist 
trunk to right-2. Trunk forward-3. Position-4. Re¬ 
peat 16 counts. To left, 16 counts. 

West Point breathing. 

8. Raise arms sideward palms up and charge backward on 

right foot-1. Raise arms upward, rise on toes and look 
up-2. Return to one and position 3-4. 16 counts. 

Right charge. 16 counts. 

Rhythmic step. Cut step forward, p. 71. 

West Point breathing. 

9. Jump feet apart and raise arms sideward-1. Bend trunk 

forward and swing arms downward-2. Continue arms 
without pausing, cross in front of body in large circle as 
trunk is raised and end at the side horizontal-3. Posi¬ 
tion-4. Continue in slow rhythm, 16 counts. 

Running in place on toes kicking heels high backward. 16 
counts. 

West Point breathing. 

10. Jump feet apart and raise arms sideward-1. Bend trunk 

to right, raise left arm upward, lower right hand to knee- 
2. Change to same on other side-3. Jump to position-4. 
16 counts. 

Hopping exercise. Hop on right foot and touch left toe 
sideward on alternate counts. 8 counts. Right 
sideward, 8 counts. Alternate to left and right side, 16 
counts. 

West Point breathing. 

11. Charge right foot forward, bend arms to thrust-1. Bend 

trunk forward and stretch arms upward-2. Return to 
one and position 3-4. 16 counts. Left forward, 16 

counts. 

Rhythmic. step. Hands on hips. Double hop on left foot 
and swing right leg in front of left 1-2. Same to right 
3-4. Continue in hopping rhythm, 16 counts. 

West Point breathing. 


261 


12. Jump feet apart, bend arms to thrust position-1. Bend 
trunk forward downward and swing arms downward, out¬ 
side of legs, and high in back-2. Return to one-3. Jump 
to position-4. Repeat 16 counts. 

Hopping in place, hands on hips, kick left forward, right 
forward, left backward, right backward and continue in 
fast time. 16 counts. 

Raise arms sideward to hands on neck position, rise on 
toes, raise chest and breathe deeply. Position and ex¬ 
hale. 5 times. 

Note: To construct new drills use mimetic exercises, see p. 61; 
rhythmic steps, see p. 70; stunts, appendix I p. 328; and gymnastic 
lessons. 


Gymnastic Lessons Grade VIII 

LESSON 1 

Left- Face! Right - Face! 

Hands on hips-- Place! Lower! 

Hands on neck -Place! Lower! 

Arms sideward -Raise! Lower! 

At Ease! Attention! 

Repeat in response to command. Order a variety of simple 
exercises in quick succession. 

Bend arms upward and head backward- One! Return- 

Two! Repeat in response to count several times. Emphasize 
chest raising. Avoid backward dropping of head. 

Raise arms sideward- One! 

Bend trunk to right and place hands on shoulders- 

Two! Return to one- Three! Lower arms ———- Four! 

Same left, Five! to Eight! and continue in rhythm alternating 
right and left, 16 counts. 

Hands on hips- Place! Upward knee bending, alternating 

starting with right-- Begin! 16 counts. 

Arms to thrust and feet apart- Jump! 

Keeping legs straight, bend trunk forward downward and 

stretch right hand down to floor-- One! Return- 

Two! Left hand downward- Three! Return- 

Four! Continue, alternating right and left in fast rhythm, 
16 counts. 

Hopping exercise. Hands on hips. 

Hop in place feet together. East time for 16 counts. 

West Point breathing. Keeping arms by the sides turn hands 

outward and inhale- One! Return and exhale- 

Two! Repeat five times. 





















262 


LESSON 2 

About- Face! Right (left)- Face! 

Arms forward- Raise! Lower! 

Hands on hips place, and heels- Raise! Lower! 

One step forward- March! 

At Ease! Attention! 

Repeat in response to command. 

Order a variety of simple exercises in quick succession. 
Hands on hips—- Place! 

Head, chest and heel raising- One! Two! etc. 16 counts. 

Raise arms forward- One! 

Arms to forward bend and twist trunk to right- Two! 

Return to one—- Three! Lower arms-- Four! 

Same left, Five! to Eight! Continue in rhythm alternating 
right and left, 16 counts. 

Rend arms upward and place right foot sideward-- One! 

Stretch arms upward- Two! Return to one- 

Three! Position- Four! Continue in rhythm, 16 counts. 

Mimetic exercise. Driving Golf Ball, p. 62. 

Hands on hips- Place! 

Deep knee bending-- Begin! 16 counts in slow rhythm. 

Allow one hand touching desk to aid in balancing for early 
lessons. 

Hopping exercise. Hands on hips. 

Hopping in place alternating feet together and spread. In 
fast time for 16 counts. 

Raise arms sideward, palms up and inhale- One! 

Lower arms and exhale- Two! Repeat five times. 

lesson 3 

Introductory exercises in response to command. 

Right (left)- Face! Hands on neck—- Place! 

Position! Arms forward- Raise! Arms sideward- 

Fling! One step forward- March! 

Raise arms sideward, palms up and rise on toes- One! 

Return —-Two! Repeat in response to count. Hold 

“ one ” in balance. Emphasize posture. 

Arms upward- Bend! 

Stretch arms upward- One! Lower arms to side hor¬ 
izontal -- Two ! Raise arms upward- Three ! Re¬ 
turn to bend- Four! Continue in response to count, 

16 counts. 

Hands on hips- Place! Forward bending of trunk in rhythm 

-Begin! 16 counts. Bend from hip with back flat 

and head in line. 



































263 


Kight face in aisle. 

Place hands on shoulders and raise right leg sideward- 

One! Return -Two! Same left- Three! Four! 

Continue in moderate rhythm, 16 counts. 


Mimetic exercise. Throwing the Basket Ball, p. 62. 

Hopping exercise. Hands on hips. 

Spring up and place left foot forward and right backward. 
Spring up and change position of feet and continue in fast 
time, 16 counts. 

West Point breathing. 


lesson 4 

Introductory exercises, in response to command. 

Hands on neck and heels—— Raise! Lower! 

Arms forward- Raise! Sideward- Fling! Lower! 

One step backward- March! 

At Ease! Attention! 

Place hands on neck and bend head backward- One! 

Return- Two! Repeat in response to count. Hold 

“ One ” to make corrections. Avoid backward tilting of head. 

Arms upward bend— One! Stretch sideward- Two! 

Bend- Three! Downward- Four! Continue in 

fast rhythm, 16 counts. Same with upward and downward 
stretching, 16 counts. 

Raise arms sideward and place right foot sideward—- One! 

Twist trunk to right- Two! Forward—- Three! 

Position—- Four! Same to left- Five! to Eight! 

Continue in slow rhythm, 16 counts. 

Bend arms upward and raise right leg forward -----— -One! 
Position- Two! Same left-- Three! Four! Re¬ 

peat in rhythm, 16 counts. 

Mimetic exercise. Driving Stakes, p. 63. 

Hopping exercise. Hands on hips. 

Hopping in place with toe touching forward on alternate 

counts. Hop on left and touch right toe forward- One! 

Feet together- Two! Continue in hopping rhythm, 16 

counts. Same left, 16 counts. 

Rhythmic step. Rocking step may be substituted for hopping, 
^ p. 71. 

Raise arms sideward upward and inhale- One! Lower arms 

and exhale-Two! Repeat five times. 


























264 


LESSON 5 

Introductory exercises in response to command. 

Arms sideward, palms up-Raise! Lower! 

Hands on hips, left foot forward-Place! Position! 

Arms upward-Bend! Downward-Stretch! 

Two steps backward-March! 

Arms sideward raise and right foot sideward-Place! 

Rotate arms to palms up, bend head backward-One! 

Return-Two! Repeat several times in response to 

counts. 

Arms forward bend and right foot sideward-Place! 

Fling arms sideward and bend trunk to right-One! 

Return--Two! Continue in rhythm, 8 counts. Change 

feet-Jump! Continue exercise to left, 8 counts. 

Raise arms sideward upward-One! 

Bend arms to upward bend position-Two! Stretch 

arms upward-Three! Lower sideward downward- 

Four! Repeat in moderate rhythm, 16 counts. A difficult 
exercise. Requires careful attention to posture. 

Hands on hips place and right forward-Charge! Position! 

Same left. Repeat in slow rhythm, alternating right and 
left, 16 counts. 

Arms to thrust and feet apart-Jump! 

Swing arms dowm between legs with forward downward bend¬ 
ing of trunk-One! Return-Two! Continue in 

fast time, 16 counts. 

Hopping exercise. Hands on hips. 

Hopping in place with feet together, on every fourth count 
make a quarter turn to the right. On the 16th count turn 
front and continue hopping and start left. 

Rhythmic step, Bleking step may be substituted for hopping, p. 72. 

West Point breathing. 

lesson 6 

Introductory exercises in response to command. 

Arms sideward--Raise! Arms upward-Raise! 

Arms sideward--Lower! Downward-Lower! 

Hands on hips-Place! Knees-Bend! Stretch! 

Heels-Raise! Lower! Position! 

Arms forward —— Bend! Arms sideward-Fling! 

Position! 

Right-Face! Left-Face! 

Hands on shoulders-Place! 

Head, chest and heel raising-One! 

Return-- Two!. Repeat several times in response to count. 

Use correction guides. 



































265 


Raise arms forward- One! Fling sideward- Two! 

Forward -Three! Downward -Four! 

Continue in fast rhythm, 16 counts. Aim for definite accu¬ 
rate movements and correct position. Correct tendency to 
tilt head and thrust hips forward. Hold each position for 
an instant before continuing to next. 

Arms to thrust- Bend! 

Keeping knees straight, bend trunk forward, downward and 

stretching arms downward to floor- One! Return- 

Two! Continue in fast rhythm, 16 counts. Emphasize the 
return on count two. 

Arms sideward raise and deep knee bend- One! 

Position -Two! Repeat in slow rhythm, 8 counts. 

Mimetic exercise. Putting the Shot, p. 62. 

In place—- Run! Run lightly on toes raising knees high in 

front and swinging arms vigorously, 16 counts. 

Raise arms forward and then sideward without pausing and in¬ 
hale- One! Forward and downward and exhale- 

Two! Repeat five times. 


LESSON 7 

Introductory exercises in response to command. 

Hands on hips- Place! Right foot forward- 

Place! Replace! Left foot sideward- Place! Replace! 

Heels —- Raise! Position! 

Hands on neck - -Place! Trunk forward- Bend! 

Trunk- Raise! Position! 

About- Face! 

Hands on head—- Place! 

Head, chest and heel raising- One! 

Return- Two! Repeat several times in response to 

count. 

Raise arms sideward and place right foot sideward-- One! 

Place hands on neck- Two! Return to one- 

Three! Position- Four! Continue in fast rhythm for 

16 counts. Work for accuracy in execution and class rhythm. 
Hold each position for an instant. 

Arms upward -- Bend! 

Stretch arms sideward and twist trunk to right- One! 

Return- Two! To left- Three! Return- 

Four! Continue in moderate rhythm, 16 counts. 

Hands on neck and right forward- Charge! Position! 

Repeat in response to count, One! Two! several times. Same 
left. 

































266 


Mimetic exercise. Throwing Baseball, p. 62. 

Rhythmic step. Hands on hips. Hop twice on left foot and 

raise right leg sideward- One and! Swing right leg 

downward to hop twice and displace left sideward- Two 

and ! Continue side to side movement in fast hopping rhythm, 
16 counts. 

West Point breathing. 

LESSON 8 

Introductory exercises in response to command. 

Three steps forward- March! 4 counts. 

Three steps backward——— March! 4 counts. 

Hands on hips- Place! Right foot backward- 

Place! Replace! Left foot sideward- Place! Replace! 

Position! 

Arms sideward upward- Raise! Lower! 

Place hands on hips- One! 

Change to hands on neck and raise heels and chest- 

Two! Repeat, One! Two! etc. 

Raise arms to forward bend- One! 

Fling arms sideward-TWO! Return to .4)end- 

Three! Position- Four! Continue in fast rhythm for 

16 counts. Hold each position for an instant. 

Right face in aisle. Hands on hips—- Place! Right sideward 

-Charge! Replace! Repeat -One! Two! etc. 

Same left, 8 counts. 

Arms to thrust and feet apart-- Jump! 

Stretch arms sideward and bend trunk to right-- One! 

Return—- Two! Same left- Three! Four! Con¬ 

tinue in fast rhythm, 16 counts. 

Mimetic exercise. Batting Baseball, p. 62. 

Rhythmic step, Cut step forward, p. 71. 

West Point breathing. 

lesson 9 

Introductory exercise in response to command. 

Two steps forward, and one step backward- March! 

5 counts. Close feet at end of second step and immediately 
start backward with left foot. 

Right face and one step to the right- March! 


4 counts. Left- Face! 

Hands on shoulders—- Place! trunk to right- Bend! 

Raise! To left—- Bend! Raise! Arms-- Lower! 

Arms to forward bend and place right foot forward- One! 

Fling arms sideward, palms up, and rise on toes- Two! 


Return -One! Repeat- Two! Continue by re¬ 

sponse to count. 

Arms forward- Raise! 































267 


Fling arms sideward- One! Raise arms upward- 

Two! Lower arms sideward-— —Three! Fling arms for¬ 
ward- Four! Continue in fast rhythm, 16 counts. 

With definite straight arm movements. 

Arms upward bend and right forward- Charge! Position! 

Same left. Continue in response to count, alternating right 
and left. 

Trunk circling. Hands on hips. Starting left, 8 counts. Right, 
8 counts. 

Rhythmic step. Hands on hips. 

Step left foot to side- One! Hop on left foot and 

swing right leg across in front of left- Two! Swing 

right foot to right side and hop- Three! Left leg in 

front of right- -Four! Continue in rhythm, 16 counts. 

Raise arms forward and then into chest with elbows pressed back, 

inhale- One! Push arms forward and exhale- 

Two! Repeat five times. 

lesson 10 

Left face and one step to right- March! 4 counts. 

Right face and one step backward- March! 4 counts. 

Arms forward bend and right foot sideward- Place! 

Arms sideward—- -Fling! Arms lower and foot- 

Replace! 

Arms upward and knees- Bend ! Arms downward and 

knees —- Stretch! 

Arms upward- Bend! 

Stretch arms sideward, palms up and bend head backward 

- One! Return- Two! Repeat in response to 

count. Avoid backward drooping of head and hollow hack. 
Incline slightly forward until weight is over the balls of the 
feet. 

Arms sideward- Raise! 

Raise arms upward- One! Bend arms to hands on neck 

-Two! Stretch arms upward- Three! Lower to 

starting position- Four! Continue in fast rhythm, 16 

counts. 

Hands on hips—- Place! 

Trunk circling starting right- Begin! 

8 counts. To left- Change! 8 counts. 

Hands on hips- Place! 

Touch right toe forward- One! 

Bend right knee upward-Two! 

Return to toe touch- Three! 

Feet together—- Four! 

Same left, Five to Eight! 

Continue in moderate rhythm, 16 counts. 


































268 


Hand relaxing. Raise extended arms to a horizontal position in 
front and shake hands vigorously. Swing arms to a hori¬ 
zontal position at sides, shaking hands in this position, then 
high over head, shaking them there. 16 counts in each di¬ 
rection. 

Mimetic exercise. Jack in Box, p. 61. 

West Point breathing. 


Folk Dances Grade VIII 

SEVEN JUMPS* 


Victor 17777 


Allegro moderate ( J — 90) 
A 




|=N=f 


m m 1 I 

F^=^f 


l— r 


f-f-i-J 



T f » T 



v y I 

i hi ~ ~ . 






* i —i 

I I 9 

1 */ 

H* 

9 

*■ T>* 

10 

11 

12 

13 

14 

IS 


; 




r f_ 









Fine D,C. D.C. • D.C. 


Formation: A single circle, hands joined. The boy on the 
left of his partner. 

Jump I 

Measure 1-2. Step on the left foot; hop and swing the right foot 
forward. Repeat the step, and hop on the right. 

Measures 3-8. Repeat, moving in a circle from right to left. 

Measures 9-15. Jump up in the air on the first note of the 
measure, and repeat the step hop to the right. 


* From Clark’s “ Physical Training for Elementary Schools 
by Benjamin H. Sanborn & Company, Chicago. 


Copyright 1917 





















































































269 


Measure 16. On the first note of the measure, the players halt, 
and release hands. On the last note the girls place hands on 
hips and stand still; the hoys place hands on hips, but raise 
the right foot, and bend the knee so that a right angle is 
formed at the hip and at the knee. 

Measure 17. On the first note of the measure, the girls clap hands, 
the boys stamp right foot. On the second note all stand still 
and wait the will of the musician who controls the situa¬ 
tion; he may start to play at once, or wait a few seconds. 

Jump II 

Measures 1-16. Repeat step hop, left and right, and repeat I. 

Measure 17. Stamp the right foot on the first note, and on the 
second, bend the left knee. 

Measure 17. Repeated. On th^ first note stamp the left foot; 
on the second, stand still. 


Jump III 

Measures 1-16. Repeat step hop, left and right. Jump I. 
Measure 17. Stamp the right foot and raise the left knee as 
before. 

Measure 17. Repeated. Stamp the left foot, and hold as before. 
Measure 17. Repeated. On the first note kneel on the right knee. 
On the second note, hold. 


Jump IV 

Measures 1-16. Repeat step hop, left and right. Jump I. 
Measure 17. Stamp the right foot and raise the left knee. 
Measure 17. Repeated. Stamp the left foot and hold as before. 
Measure 17. Repeated. Kneel on the right knee. Hold. 
Measure 17. Repeated. Kneel on the left, and hold. 

Jump V 

. Repeat step hop, left and right and Jump I. 
Stamp right foot, and bend left knee as before. 
Repeated. Stamp left foot and hold as before. 
Repeated. Kneel on the right knee and hold as 


Measures 1-16 
Measure 17. 
Measure 17. 
Measure 17. 

before. 
Measure 17. 
Measure 17. 
the floor 
hold. 


Repeated. Knee on the left knee and hold as before. 
Repeated. On the first note place right elbow on 
with cheek resting in palm. On the second note, 


Jump VI 

Measures 1-16. Repeat step hop, left and right and Jump I. 
Measure. 17. Stamp the right foot and bend the left knee as 
before. 

Measure 17. Repeated. Stamp the left foot and hold as before. 
Measure 17. Repeated. Kneel on the right knee and hold as 
before. 


270 


Measure 17. Repeated. Kneel on the left knee and hold as 
before. 

Measure 17. Repeated. Place right elbow on the floor, rest right 
cheek in palm, and hold. 

Measure 17. Repeated. On first note place left elbow on the 
floor; rest left cheek in palm. On second note, hold. 


Jump YII 

Measures 1-16. Repeat step hop, left and right and Jump I. 

Measure 17. Stamp the right foot and bend the left knee as 
before. 

Measure 17. Repeated. Stamp the left foot and hold as before. 

Measure 17. Repeated. Kneel on the right knee and hold as 
before. 

Measure 17. Repeated. Kneel*on the left foot and hold as 
before. 

Measure 17. Repeated. Place right elbow on floor and hold as 
before. 

Measure 17. Repeated. Place left elbow on floor and hold as 
before. 

Measure 17. On the first note touch forehead to the floor and 
hold. 


Jump VIII 

Same as VI. Continue working back through the jumps to I, 
and end with a simple step hop. 

In some versions, this play is performed in rows; the boy and 
the girl play together and both do the jumps. Instead of using 
a hop step, a running step is often used (four steps to a measure). 

In school work it is more satisfactory to have it played in a 
circle and have the girls do the jumps as well as the boys. 

If there is any objection to touching the heads to the floor, the 
children may place the elbows on the knees and hold the heads 
in the hands in the fifth, sixth, and seventh jumps. The form 
given here, however, is very popular with most children. 


271 


REAP THE FLAX* 

Victor 17002 
Columbia A 3001 



Formation. Five in each line. All face front, bands on hips. 

FIGURE 1 

A. Measure 1. All bend forward down to left. 

Measure 2. Reap the flax by rising. 

Measure 3. Throw it to the right side. 

Measure 4. Back in starting position, bands on hips. 

Measures 5-8. Repeat. 

B. Measures 9-16. All turn left. The leaders’ bands on hips, 
the others put their bands on shoulders of those standing 
before, and run to the right in a circle back to first forma¬ 
tion, bending deeply to the right and left. Running step 
executed accenting first beat of each measure. 

FIGURE 2 

A. Measure 1. All bend forward down to right and rise. 

Measure 2. Put the flax around the hackle. 

Measure 3. Draw it from the hackle. 

Measure 4. Back in starting position. 

Measures 5-8. Repeat. 

B. Measures 9-16. Same as Figure 1, B. 

FIGURE 3 

A. Measures 1-4. Numbers one and four take a short step turn¬ 
ing to numbers two and three, and taking right hands, thumb 
grasp, form a spinning wheel. The leaders (numbers five) 
face the wheel, and with left feet tread the wheel. The wheel 
with running steps moves to left. 

* From Crampton’s “ Folk Dance Book.” Copyright 1909 by A. S. Barnes & 

Company. 


18 























































272 


Measures 5-8. All take left hands, thumb grasp, and the wheel 
moves to right. 

B. Measures 9-16. Same as figure 1, B. 

FIGURE 4 

A. Measures 1-8. Numbers one, two, three and four take right 
hands, thumb grasp, and the leaders run as shuttles under 
their arms and around each one of the four. 

B. Measures 9-16. Same as Figure 1, B. 

FIGURE 5 

A. Measures 1-4. The lines march up to left side of their lead¬ 
ers and form a large ring, dancing to left. 

Measures 5-8. Dance to right. 

B. Measures 9-16. The leader of the first line puts hands on 
hips. Others put their hands on shoulders of those standing 
before, forming one line. 

Music is repeated while the line traverses two sides of a large 
square, the diagonal and the other two sides, when the line is 
broken again into its original fives and the first form again is 
resumed. 

Note: Hackle — a comb-like instrument over which the flax 

is thrown and stripped by drawing forcibly through the comb. 

Improvise arm movements accordingly. 


273 


CSARDAS 


Victor 17003 





14 15 16 


Formation: Single circle, with partners facing. The hoy 
places his hands on the girl’s hips, while the girl places her hands 
on the boy’s shoulder. The boy’s part is described; the girl’s is 
counterpart. 

I. Measure 1. Slide toward the center of the circle with the 
right foot, bring the left foot up to the right, repeat 
the slide to the right, and click the heels together. 

Measure 2. Repeat the step, sliding to the left. 

Measures 3-8. Repeat the above steps to the right and left. 

II. Measures 9-12. Hook right arms. Beginning with the right 
foot, turn each other about in place (four walking 
steps to a measure). On the fourth measure click the 
heels together, and pause on the last two counts of the 
measure. 

Measures 13-16. Hook left arms. Turn about in the op¬ 
posite direction with walking steps, and click the heels 
together on the sixteenth measure. 


* From Clark’s “ Physical Training for Elementary Schools ” Copyright 1917 
by Benjamin H. Sanborn & Company, Chicago. 
























































































274 


III. Measure 1. Partners place hands on hips and shoulders 
as in first step. Touch right toe to the side with the 
foot turned inward, so that heel is raised from the 
floor; at the same time hop on the left foot. Turn the 
right foot outward, so that the heel is on the floor 
and the toe is raised, at the same time hop on the 
left foot. Repeat, touching the left foot to the side 
and hopping on the right. 

Measures 2-8. Repeat the same step. 

IY. Measures 9-16. Use walking steps as described in II. 


MAY POLE DANCE 

Same as for Grade Y, p. 200. 


CSEHBOGAR* 


Hungarian Folk Melody 


Vivace T 


p£17- ._ Z9tZ w | 








U-J 

*nf 

























Louis H. Chalif 

Formation: Circle. 

A. Hands joined. Partners standing alongside of each other. 
8 slides to R; 8 slides hack to L; 4 walking steps into the center 
of the circle; 4 steps out again. Turn partner in a circle in place 
with “ Hungarian turn ” 4 times. (Hungarian turn: raise. L 
foot in preparation. Hop on R foot, step on L foot, step forward 
on R foot. Repeat. Count as follows: Hop, step, walk; hop, step, 
walk, etc.) 


* By courtesy of Louis H. Chalif, Chalif Normal School of Dancing, New York. 











































































276 


B. Partners facing, single circle. Join hands, arms stretched 
out at sides. Bend body at waist as you step to the side. (1) 
Step toward the center of circle with inside foot. Close heels 
together. “ Step and close.” Do this 4 times. (2) Step outward 
4 times with the same step. (3) Step inward again twice. (4) 
Step outward again twice. (5) Turn partner as above with 4 
Hungarian turns. 

Rhythmic Steps Grade VIII Girls 

See “ Singing Games, Polk Dances, and Rhythmic Steps ” p. 69 
and “ Rhythmic Steps ” grade V, p. 205. 

For description of the exercises see “ Rhythmic Steps ” p. 70. 

Review all exercises of the lower grades. 

Four polka-hops forward 1-8. Eight marching steps forward 
9-16. Repeat. 

Eight marching steps forward 1-8. Four step hops forward 9-16. 
Repeat. 

Eight skip-steps left forward 1-8; right forward 9-16. Four 
change-steps left forward 1-8; right forward 9-16. 

Two step-courtesies left and right sideward 1-4. Two touch- 
steps left and right forward 5-8. Repeat. 

Four polka hops forward 1-8. Four glides left and four glides 
right forward 9-16. Repeat. 

Raise left leg forward-1. Touch left toe beside right instep-2. 
Repeat 3-4. Four glides left forward 5-8. Same right 9-16. 

With quarter turn right, mazurka balance step left and right 
sideward 1-3, 4-6. Repeat four times (in form of a cross). 
Same with a quarter turn left. 

Step left sideward-1. Cross right in rear of left-2. Step left 
sideward-3. Touch step right forward-4. Same right 5-8. 
Repeat in rhythm. 

Four step-hops left forward 1-8. Four gallop steps left forward 
9-12; four right 13-16. Repeat. 

Four change-steps left and right forward 1-8. Four step- 
courtesies left and right sideward 9-16. Repeat. 

Four change-steps left and right forward 1-8. Four gallop 
steps left forward 9-12; four right 13-16. Repeat. 

Four closing steps left and right forward 1-8. Mazurka balance 
left 1-3; right 4-6. Repeat. 

Heel and toe polka left forward 1-4; right forward 5-8. Dal 
step left 1-3; right 4-6. Repeat. 

Pas-de-basque left 1-3; right 4-6. Schottische left forward 1-4; 
right 5-8. Repeat. 

Three-step-turn left 1-4; right 5-8. Varsouvienne beginning with 
left foot 1-6; right 7-12. Repeat. 

Note: The teacher may arrange many combinations similar 
to above by selecting steps suitable for this grade from the list 
of “ Rhythmic Steps ” on p. 70. 


277 


Schoolroom Games Grade VIII 

Games to be continued from lower grades 
Zig Zag Passing p. 252 
Grocery Store p. 230 
Overhead relay p. 178 
Changing seats p. 161 
Line Ball p. 251 
In and Out relay p. 209 
All-Up relay p. 209 

SCHOOLROOM CAPTAIN BALL 

(Adaptation made by Mabel L. Pray of Toledo, Ohio.) 

The class is divided into two teams, with a center captain and 
five bases on each side. The remaining players of each company 
serve as guards, and are placed on the opposite side from their 
captains and bases to prevent opponents from catching the ball. 
The teacher or umpire tosses a basket ball alternately to the guards, 
the first time to team 1, the second time to team 2. The guards, 
in turn, toss it to their bases, who try to get it to their captains, 
the opposite guards opposing by guarding with arms and jumping 
to catch the ball. The game continues until one captain catches 
the ball from a straight throw (not a bound) from a base (not 
a guard). The side catching the ball scores a point, and the 
umpire then tosses the ball to the guards of the opposite team, 
etc. The game is played in time limits, the side having the high¬ 
est score at the end of 10 or 15 minutes winning the game. Pouls 
are: holding the ball longer than 5 seconds; snatching the ball; 
knocking the ball out of an opponent’s hand. In case of a foul 
the ball is given to the opposite team. Any number may play the 
game, provided the sides are even. 

TAG THE WALL RELAY 

Players all seated, even numbers in each row. At a signal the 
last player in each row runs forward and tags the wall. Just 
as soon as he is out of the aisle, all the others move back one 
seat. The player, who is running, takes the vacant seat and 
raises his hand which is a signal for the one who is now the last 
in the row to start. The line wins which first returns to its 
original position. 


278 


Outdoor Games Grade VIII 

Games to be continued from lower grades 
Hill Dill p. 185 
Dodge Ball p. 213 
In and out relay p. 254 
Captain Ball p. 235 
Fox and Geese p. 254 
Crackabout p. 255 
Catch Ball p. 233 
Kick Baseball p. 255 
Hewcomb p. 255 
Playground Ball p. 294 
Soccer Football p. 295 
Long Base p. 232 

ONE OLD CAT* 

This is a game of ball with one base and one batsman, a pitcher, 
a catcher, and the rest fielders. To start the game, one cries, “ One 
old cat, my first bat. ” The others cry, “ Pitcher, ” “ Catcher, ” 
“ First Fielder,” “ Second Fielder,” and so on until all have a 
place. The batsman is out, if a fly is caught, if a foul is caught 
on the fly, on the first bounce, or if a third strike is caught. When 
the batsman is out, each player moves up, that is, catcher becomes 
batsman, pitcher becomes catcher, first fielder becomes pitcher 
and so on. The batsman takes the last in the field. If the 
batter hits the ball he must try to reach first base and return 
to home plate before he is touched out. 

END BALL* 

The field is a thirty foot square divided into two equal parts. 
Across the outside end of each field is a smaller field or base, three 
or four feet deep. Any number may play. They are divided 
into two teams. About one-third of each team are basemen, who 
take their places in the base or outer field at one end, while the 
others are guards and their places in the inner field on opposite 
side of the center line. The game may be played in halves 
of five minutes or for any length of time. Play is continuous 
during this time. A point is made whenever a baseman catches 
the ball (a basket ball) from a guard of his own team. 

Buies. The game is in charge of a referee, who calls all fouls. 
At the beginning of the game (or at the beginning of each half) 
he tosses the ball up in the center, between two opposing guards. 
All players must keep within their own fields. If the ball rolls 
or is thrown over the boundary line of any field, the player nearest 
the line in that field gets the ball and brings it to the line at the 
point where it crossed. From there he throws the ball to one of 
the players in the same field. 

* Prom “ Manual of Physical Training,” Kansas City, Mo., public schools. 
Dr. F. Burger, Director 



279 



This game is another form of the game commonly known as 
Three Deep, but instead of being played in the circular forma'.ion, 
the players are scattered irregularly over the playground. 

All of the players but two take partners and scatter in any 
irregular way. The players forming each couple stand facing 
each other, with the distance of a long step between them. To 
make a success of the game, the distance should be considerable 
between the various couples. 

Of the two odd players, one is runner and the other chaser, 
the object of the latter being to tag the runner. The runner may 
take refuge between any two players who are standing as a couple. 
The moment that he does so, the one toward whom his back is 
turned becomes third man, and must in his turn try to escape 
being tagged by the chaser. Should the chaser tag the runner, 
they exchange places, the runner immediately becoming chaser 
and the chaser being liable instantly to tagging. 

THROW BALL 

The players are divided into two teams, each defending a goal 
at one end of the playing area. At the beginning of the game 
and after each score the ball is put in play at the center of the 
field; the leader tosses up a basket ball between two opposing 
players, facing their opponents’ goal, who endeavor to bat tbe ball 

* From “ Games for the Playground, Home, School and Gymnasium,” By 
Jessie H. Bancroft. Used by permission of the author and The Macmillan Com¬ 
pany, publisher. 















280 


into the opponents’ territory. The players of each team are station¬ 
ed anywhere in the field, but must not approach closer than 20 feet 
to the center players, until the ball is batted. The players, by throw¬ 
ing or batting the ball, endeavor to force it across the opponents’ 
goal, scoring one point for each time the ball crosses the goal. 
Any unnecessary roughness or kicking of the ball entitles the 
offended side to a free bat from the point where the foul was 
committed. One player tosses up the ball and another bats it, 
with his hand, as far as he can, the opposing players standing 
not closer than 20 feet to the batter. The team wins that has 
scored the most points during the playing period . The teams 
changing sides at the end of one-lialf the playing period. 

The game shall consist of two fifteen-minute halves. If the 
game ends in a tie score, the game shall continue an extra five 
minutes. 

Variations'. Construct a goal in the center of each goal line. 
A cross piece 18 feet long, resting on the top of two goal posts 
10 feet high will serve the purpose. The ball must be thrown 
through this rectangular opening. 


CORNER BALL* 



The field is an oblong 30 x 40 feet divided into two equal parts. 
Any space may be used if the size is not available. Each part 
contains two bases, placed in the far corners. A third may be 


* From “ Manual of Physical Training,” Kansas City, Mo., public schools. 









281 


added if desired (See diagram.) Any number may play. They 
are divided into two teams. Two players of each team are base- 
men and the others are guards. Their positions are shown in the 
diagram. The bases are three feet square. The object of the 
game is to throw the ball from a guard to a baseman of the 
same team. The basemen must catch the ball on the fly. The 
game is played in halves of five (5) or more minutes each. 
Play is continuous during the time, the only stop being that 
made to call a foul. 

A point is made whenever a baseman catches a ball, (a basket 
ball) from one of the guards of his own team. It must be a fair 
throw, that is, the ball must not touch the ground, wall or ceiling, 
before being caught by a baseman. Guards are not allowed to 
cross the center line, nor to step into the bases, nor out of the 
field to play. Basemen must always have both feet in their bases, 
but they are allowed to jump up to catch the ball. The game is in 
charge of a referee who calls all fouls. At the beginning of each 
half, he tosses the ball up in the center of the field, between 
two opposing guards. In case of a foul, he gives the ball to a 
guard of the other team. 

There shall be a scorer, who is also timekeeper. If in the course 
of play the ball rolls or is thrown off the field it shall be brought 
back by a guard of the team whose line it crossed. He shall put 
the ball in play by standing on the line at the place where the 
ball left the field, and throwing it to one of the guards of his 
own team. 

Fouls are made as follows: 1. Carrying the ball (taking more 
than one step). 2. Striking or touching the ball when it is 
in the hands of a player. 3. Holding, pushing, striking or trip¬ 
ping an opponent. 4. Stepping across the center line, or out of 
the field, with one or both feet, or on the bases of the opponents. 
5. When a baseman steps out of the base with one or both feet. 

SIDE KICK* 

The object of this game is to kick a ball, usually a soccer ball, 
over a goal line. Two lines called “ driver’s ” lines'are drawn on 
the ground ten feet apart and parallel to each other. Two more 
lines, one outside each driver’s line, are drawn parallel to it and 
seven and one-half feet outside it. These are goal lines. The 
length of the line should be about three feet for each player of 
a team. 

Each team joins hands facing the opposing team lined up behind 
the goal lines. The first (line) member of each team is driver 
and takes position within the driver’s lines with his back to his 
own team. The drivers may not kick the ball over the opponent’s 
line, it being their duty to guide the ball with their feet in such 
a way that their own side may get an opportunity for kicking it. 

* From Keene’s “ Manual of Physical Training, Games, and Mass Competi¬ 
tions.” Copyright, 1914, by World Book Company. 



282 


If the ball is kicked too high going over the heads of the opposing 
team it counts for one point for that team, not for the team which 
kicked it. Teams obstructing the ball may use their legs, bodies, 
arms or any other part provided they do not break the line by 
loosening their hands. No score can be made by a side if the line 
of hands is broken at the time the kick is made. On the other 
hand, if a ball is obstructed by a side while its line is broken, the 
other side scores on points. The teacher or referee puts the ball 
in play at the beginning of the game, after a score has been made, 
or whenever it rolls out of bounds. Teams must not cross the 
driver’s line, penalty for such crossing being a score of one point 
accredited to the other side. The driver must stay inside the 
driver’s field. Penalty for stepping outside is a score of one point 
for the opponents. Usually an inning consists of twenty points 
and a game is made up of three innings. At the beginning of 
each inning the teams change goal lines. A kick across the op¬ 
ponent’s goal line scores two points and the team scoring puts 
in a new “ driver, ” the old driver rejoining his team. 

HUMAN OBSTACLE RACE 

Single circle facing inward. Players seated on floor, legs ex¬ 
tended, feet pointing toward center of circle. Interval of at least 
one foot between pupils. 

Pour or more circles, players equal in number occupying 
floor space. 

Method of teaching 

(a) Elementary. 

“ Count off ” from right to left. At command number 
“ one ” stands immediately facing to the right, runs and jumps 
oyer the extended legs of all pupils until reaching former position; 
sits down and “ touches off ” number “ two ” who stands, fac¬ 
ing to the right and follows a like procedure, sitting upon return 
to original position and “ touches off ” number “ three. ” Each 
pupil, in a like manner, executes the above, the last individual 
upon reaching his former position becomes seated but does not 
touch off. 

The team wins whose last player is first to reach original 
sitting position providing fouls have not been committed. 

Fouls 

1 Failure to jump over extended legs. 

2 Not “touching off” before becoming seated. 

3 Jumping over more than one player at a time. 

(b) Advanced. 

Formation: As described heretofore. 

Method 


“ Count off ” as before. 


283 


At command, number “ one ” stands facing to tbe right, 
runs (walks) jumping over the extended legs of number “ two ” and 
continues as before until reaching original position and then 
becomes seated, dumber “ two ” as soon as number “ one ” has 
passed over his legs immediately stands, faces to the right and 
follows method described for number “ one, ” becomes seated upon 
reaching original position. All players as soon as the last pupil who 
is running (walking) has jumped over their extended legs, im¬ 
mediately stands and follows a like method of procedure. When 
the last pupil has passed over all extended legs and reached his 
original position he remains standing. As soon as the last runner 
has jumped over their extended legs, the members of the team 
stand. 

The team wins whose last player reaches original posi¬ 
tion first and is standing, providing fouls have not been committed. 

Fouls. See (a) elementary. 

BKONCHO TAG 

Players are scattered about the room in groups of two. Each 
group represents a broncho, one player being head; another clasps 
hands around the waist of the first one and represents the tail. 
One chaser and one runner are selected. The runner may only 
escape by seizing the tail of any one of the “ bronchos.” If he 
succeeds in doing this, the “ head ” of that broncho immediately 
becomes the runner. The first one- in each group is always the 
head, no matter what he started as. The bronchos twist an.d turn 
in any direction to prevent the runner from seizing it by the tail, 
but must not use the arms to hinder the runner in any way; 
therefore it is. better for the “ head ” to fold the arms in front 
of the body. 

If the chaser succeeds in tagging the runner before the runner 
can attach himself to the tail of the broncho, then the runner 
immediately becomes the chaser and tries to tag the other who 
becomes the runner. 


284 


PART IV 

APPENDIX A 
Rules for Athletic Events 

The following “Athletic Rules”* are official and are given here as a 
guide to the organization and management of an athletic meet. Only 
the rules applicable to school athletic contests are included. 

1. Officials 

a. Referee. The Referee shall enforce all the rules and decisions 
and shall decide all questions relating to the actual conduct of the meeting, 
the final settlement of which is not otherwise assigned by said rules. 

b. Inspectors 

(1) It shall be the duty of an Inspector to stand at such point 
as the Referee may designate; to watch the competition closely, and in 
case of a foul or violation of the rules by a competitor or other person, 
to report to the Referee what he saw of the incident. 

(2) Such Inspectors are merely assistants to the Referee to whom 
they shall report, and have no power to make any decisions. 

c. Judges at Finish. There shall be four or more Judges at Finish, 
who shall decide the order in which the competitors finish in the com¬ 
petition. In case of a disagreement, the majority shall decide. Their 
decision as to the order in which the men finish shall be final and with¬ 
out appeal. 

d. Field Judges 

(1) The Chief Field Judge shall see that all implements and 
equipments are in accordance with these rules and that the field events 
are conducted expeditiously. 

(2) The Field Judges shall measure, judge and record each trial 
of each competitor in all games, whose record is of distance or height. 
Their decision as to the performance of each man shall be final and 
without appeal. 

e. Timekeepers 

(1) Each of the three Timekeepers shall time every event. In 
case two of their watches agree, and the third disagrees, the time marked 
by the two shall be official time. If all watches disagree, the time marked 
by the watch giving the middle time shall be the official time. Time shall 
be taken from the flash of the pistol. 

(2) Should assistants to the Timekeepers be provided, they shall 
perform like duties, but the time recorded by their watches shall only be 
accepted in the event of one or more of the watches held by the other 
Timekeepers failing to mark the time, in which case they shall be called 
upon in such order as may be previously decided upon, so that on all 
races, where possible, three watches shall record the time. 

(3) If, for any reason, only two watches record the time of an 
event, and they fail to agree, the longest time of the two shall be ac¬ 
cepted as the official time. 

f. Clerk of the Course 

The Clerk of the Course shall be provided with the names and 
numbers of all entered competitors, and he shall notify them to appear 
at the starting line before the start in each event in which they are entered. 

* Extracts from “ Official Athletic Rules and Handbook ” of the Amateur Ath¬ 
letic Union of the United States. Pub. by American Sports Pub. Co., N. Y. 



285 


g. Scorer 

The Scorer shall record the order in which each competitor finishes 
his event, together with the time furnished him by the Timekeeper, and 
the height or distance furnished him by the Field Judges. He shall 
keep a tally of the laps made by each competitor in races covering more 
than one lap, and shall announce by means of a bell, or otherwise, when 
the leading man enters the last lap. He shall control his assistants, and 
assign to them such of his duties as he may deem proper. 

h. Starter 

(1) The Starter shall have entire control of the competitors at 
marks, and shall be the sole judge of fact as to whether or not any man 
has gone over his mark. 

(2) All races shall be started by the report of a pistol except 
that in time handicap races the word “ Go ” shall be used. 

(3) All questions concerning the start shall be decided by the 
Starter. 

(4) When any part of the body of the competitor shall touch the 
ground in front of his mark before the starting signal is given, it shall 
be considered a false start. 

(5) If, in the opinion of the Starter, a false start has been made, 
he can recall the competitors by a second pistol shot, and penalize the 
offender or the offenders. 

(6) For all races up to and including 125 yards, the competitor 
shall be put back 1 yard for the first and another yard for the second 
attempt. In all cases the third false start shall disqualify the competitor 
from the event. In relay races the penalty shall be according to the 
distance the offender is to run in the race. 

(7) The Starter shall also rule out of that event any competitor 
who attempts to advance himself from his mark, as prescribed in the 
official program, after the Starter has given the warning to “ get ready.” 

2. The Course 

Each competitor shall keep in his respective position from start to 
finish in all races on straightaway tracks. In races on tracks with one 
or more turns, he shall not cross in front of a competitor until he is 
two yards in advance of his nearest competitor. 

3. The Competition 

a. Any competitor willfully jostling, or running across, or obstruct¬ 
ing another competitor so as to impede his progress, or competing to lose 
or to coach another competitor, either in a trial or final contest, shall 
forfeit his right to be in the competition, and shall not be awarded any 
position or prize to which he would otherwise have been entitled. 

b. No competitor, after leaving the track, shall be allowed to rejoin 
a race either for the purpose of gaining a place or to pace or assist 
another competitor. 

c. When, in any but the final heat of a race, a claim of foul or inter¬ 
ference is made, the Referee shall have the power to disqualify the com¬ 
petitor who was at fault, if he considers the foul intentional or due 
to culpable carelessness, and shall also have the power to allow the 
hindered competitor to start in the next round of heats, just as if he had 
been placed in his trial. 

d. When, in a final heat, a claim of foul or interference is made, the 
Referee shall have the power to disqualify the competitor who was at 
fault, if he considers the foul intentional or due to culpable careless¬ 
ness, and he shall also have the power to order a new race between such 
of the competitors as he thinks entitled to such a privilege. 


286 


4. Field Events 

a. All measurements must be made with a steel tape. 

b. In all handicap events the competitor having the greatest allow¬ 
ance shall make the first trial, and so on, in regular order, up to the 
competitor at scratch or with least allowance, who shall have the last 
trial. 


5. Weight Events 

a. In all weight events thrown from the circle, the competitor must 
stay in the circle until his attempt is marked by an official. 

b. The competitor may touch the insicte of the circle. 

c. The circle shall be 7 feet in diameter. The circle shall be 
measured from the inside. In indoor competitions the circle may be 
marked on the floor. 

6. The Finish 

a. The finish line shall be a line on the ground drawn across the 
track from finish post to finish post and the men shall be placed in the 
order in which any part of their bodies (i.e., “ torso,” as distinguished from 
the head, arms, feet or hands) crosses such line. 

b. For the purpose of aiding the Judges, but not as a finish line, 
there shall be stretched across the track at the finish, 4 feet above the 
ground, a worsted string which shall not be held by the Judges, but 
fastened to the finish post at either side, so it will always be at right 
angles to the course and parallel to the ground. 

c. No competitor shall be considered to have finished unless his 
entire body shall have crossed the finish line. 

7. Track Measurement and the Direction of Running 

a. All distances run or walked shall be measured upon a line 12 
inches outward from the inner edge of the track, except that in races on 
straightaway tracks the distance shall be measured in a direct line from 
the starting mark to the finish line. There must be a border of board, 
rope, cement, or other material. 

b. The direction of the running shall be left hand inside. 

8. Official Pegs 

In events where cross-bars and pegs are to be used, pegs shall be with¬ 
out rings and of uniform thickness and must not extend more than 3 
inches from the uprights. The cross-bar must be of wood, the ends of 
which must not project more than 6 inches beyond the pegs. 

9. Ties and Dead Heats 

In all scratch contests where results are determined by measure¬ 
ments of height or distance, ties shall be decided as follows: 

(1) If two or more competitors tie at any height in the standing or 
running high jump, the bar shall be lowered at the discretion of the 
officials and three more trials allowed, the competitor clearing it in the 
least number of trials to be the winner. 

(2) If there is a second tie, the bar shall be lowered and three 
more trials allowed, the competitor clearing it in the least number of trials 
to be the winner. 

(3) If there is another tie at any height, the bar shall be raised 
or lowered, at the option of the officials, and the competitor clearing it 
in the least number of trials shall be declared the winner. All further 
ties sh:- 1 ! be decided in the same way. 

(4) In case of a tie in a scratch contest at any other game de¬ 
cided by height or distance, each of the tieing competitors shall have 
three additional trials, and the award shall be made in accordance with 


287 


the distances cleared in these additional trials. In case of a second tie, 
three more trials shall be allowed, and so on, until a decision is reached. 

(5) In case of a tie in any field event, the subsequent perform¬ 
ances only determine the relative position of those who are competing to 
decide the tie. 

10. Method of Measuring 

In all weight events and broad jumps, that portion of the tape 
showing the feet and inches must be held by the official at the take-off 
or at the circle. 

11. Running High Jump 

a. The Field Judges shall decide the height at which the jump shall 
commence, and shall regulate the succeeding elevations. 

b. Three jumps are allowed at each height, and a failure at the 
third attempt shall disqualify. 

c. A competitor may commence at any height above the minimum 
height. 

d. At each successive height each competitor shall take one trial 
in his proper turn; then those failing, if any, shall have their second 
trial jumps in like order, after which those having failed twice shall 
make their third trial jump. 

e. A competitor may decline to jump at any height in his turn, and 
by so doing, forfeits his right to again jump at the height declined. 

f. 'A fair jump is one where the head of the contestant does not 
go over the bar before the feet and is not below the buttocks in clearing 
the bar. 

g. The jump shall be made over a bar resting on pegs projecting 
from the uprights, and when this bar is removed from its place it shall 
be counted as a trial jump. 

Neither diving nor somersaulting over the bar shall be permitted. 

h. A line shall be drawn 3 feet in front of the bar and parallel 
therewith, to be known as a balk line, and stepping over such line, in any 
attempt, shall be counted as a “balk,” and two successive “balks” shall 
be counted as a trial jump. 

i. As soon as a competitor makes a spring in order to jump, this 
shall be counted as a trial jump. 

j. The distance of the run before the jump shall be unlimited. 

k. All measurements shall be made perpendicularly from the ground 
to tlie upper side of the bar where it is lowest. 

l. The employment of weights or grips of any kind is forbidden. 

m. The uprights shall not be moved during the competition. 

n. The uprights shall be at least 12 feet apart. 

o. The take-off ground about the jump must be level. 

12. Standing High Jump 

a. The feet of the competitor may be placed in any position, but 
shall leave the ground only once in making an attempt to jump. When 
the feet are lifted from the ground twice, or two springs are made in 
making the attempt, it shall count as one trial jump without result. 
A competitor may rock forward and backward, lifting heels and toes 
alternately from the ground, but he may not lift either foot clear from 
t]ie ground or slide it along in any direction on the ground. 

b. With these exceptions, the rules are the same as those for the 
Running High Jump. 

13. Running Broad Jump 

a. The length of the run is unlimited. Each competitor shall be 
allowed three jumps, and the five best shall be allowed three more jumps. 
Each competitor shall be credited with the best of all his jumps. 


19 


28 S 


b. When jumped on earth the take-off shall be from a joist sunk 
flush with the ground, the outer edge of which shall be called the scratch 
line. In front of the scratch line over a width of 3.94 inches, the ground 
shall be sprinkled with soft earth or sand to make it slightly higher 
than the take-off joist. The measurement of the jumps shall be made at 
right angles from the scratch line, or scratch line extended, to the nearest 
break in the ground made by any part of the body of the competitor. 

c. If any competitor swerves aside at the taking-off line or the line 
extended, or touches the ground in front of the take-off joist with any 
part of his shoe or foot, such jumps shall not be measured, but it shall 
be counted against the competitor as one jump. 

d. A line shall be drawn 6 feet in rear of the scratch line, to be 
known as the balk line, and stepping, or falling over such line, or such 
line extended, in any attempt shall be counted as a “ balk, ” and two 
successive balks shall be counted as a trial jump. 

e. The rules for the Running High Jump shall govern, where appli¬ 
cable. 

14. Standing Broad Jump 

See rules for the Standing High Jump, as well as, where applicable, 
for the Running Broad Jump. See “ Athletic Coaching, ” p. 325. 

15. Putting the Shot 

a. The shot shall be put from the shoulder with one hand only, 
and it must never be brought behind the shoulder. 

b. In the middle of the circumference of the circle, at the front half 
thereof, shall be placed a stop-board, firmly fastened to the ground. In 
making his puts, the feet of the competitor may rest against but not on 
top of this board. 

c. A fair put shall be one in which no part of the person of the 
competitor touches the top of the stop-board, the top of the circle, or the 
ground outside the circle. 

d. The measurement of each put shall be taken at the circle from 
the nearest mark made by the fall of the shot to the inside of the cir¬ 
cumference of the circle on a line from such mark made by the shot to 
the center of the circle. 

e. Foul puts and letting go the shot in making an attempt shall 
be counted as trial puts without result. It shall also be a foul if the 
competitor steps on the circle, or leaves the circle before his throw 
has been marked. 

f. Each competitor shall have three trial puts, and the best five 
shall have three more. Each competitor shall be credited with the best 
of all his puts. 

g. No device of any kind which can be used as a support in aiding 
to put the shot shall be allowed. 

16. Relay Races on Track 

A line shall be drawn 10 yards on each side of the starting line 
of each relay to be known as the starting zone. Within this zone each 
runner must pass the baton to the succeeding runner. No member of a 
relay team in order to relieve his team mate shall run outside of such 
zone, the baton must be passed, not thrown or drojjped by a competitor 
and picked up by the one succeeding him. The baton must be carried 
throughout the entire distance of the race. Violation of any of these 
rules by any competitor shall disqualify the team. 

17. Tug-of-War Without Cleats 

a. The teams shall consist of equal numbers of competitors. The rope 
shall be of sufficient length to allow for a pull of twelve feet, and for 
twelve feet slack at each end, together with four feet for each competitor. 


289 


It shall be without knots or other holdings for the hands. A center 
tape shall be affixed to the center of the rope, and six feet on each side 
of the center tape a side tape shall be affixed to the rope. A center line 
shall be marked on the ground, and six feet on each side of the center line a 
side line parallel thereto. At the start the rope shall be taut and the 
center tape shall be over the center line and the competitors outside 
the side lines. During no part of the pull shall the rope be tied or in 
any way crossed by the anchor man, nor shall he wilfully place either 
hand on the ground. 

b. There shall be one Judge and two Inspectors who shall be re¬ 
sponsible for seeing that the rules are properly carried out. The Judge 
shall start the competition by word of mouth and take charge of the 
center and side lines, and give effect to the result of any pull by blow¬ 
ing a whistle. The Inspectors shall take charge of the teams and see 
that members of such teams do not wilfully touch the ground with any 
part of the body other than the feet and report to the Judge any in¬ 
fringement of this rule. It shall be in the discretion of the Judge to 
disqualify the offending team and award the pull in question to the oppos¬ 
ing side, or he may disqualify the offending team from the competition. 
A pull shall be when one team shall have pulled the side tape of the 
opposing side over their own side line, or if any portion of the foot of 
any competitor of the opposing side goes beyond the center line. In the 
event of both teams letting go of the rope before either side has pulled 
the side tape of the opposing side over their own side line, the pull 
shall be declared no pull and shall not constitute one of the requisite 
number of pulls. No competitor shall make any hole in the ground with 
his feet, or in any other way, before the start. All heats shall be won 
by two pulls out of three. All competitors shall wear boots or shoes as per 
regulation; heel and sides of heel (l.e., from the face to the seat) shall 
be perfectly flush. No prepared boots or shoes, heel plates (sunken or 
otherwise), projecting nails, tips, springs, rubbers, points, hollows or 
projections of any kind shall be allowed. 

c. No gloves or adhesive substance whatever shall be used on the 
hands or ropes. 

18. Pull-Up (Chinning) 

A portable chinning bar in a doorway, a horizontal bar in the gymnasium 
or the rungs of a ladder set at an angle against a building may serve the 
purpose. 

Each contestant begins with his hands on the bar. Then with his arms 
straightened at full length he pulls himself up without a kick, snap, jerk, 
or swing, until his chin is above the bar. Lowering himself again until 
his arms are straight, he repeats the “ Pull Up. ” Figures 28 and 29. 



Figure 28. Figure 29. 


« 










290 



19. Rope Climb 

The standard rope for this event is one and one-quarter inches in 
diameter, provided it does not have any assisting devices of any sort, 
such as knots or balls. It must not be fastened at the bottom. Points 12 
feet and 16 feet from the ground should be marked by a white or colored 
string or cloth and the climber must touch with his hand the mark 
indicating the height for his event. The start must be made from a 
standing position without a jump or spring. 

20. Baseball Throw for Accuracy 

Make a target 15 inches by 24 inches of wood or canvas, to represent the 
area within which a “ strike ” must be thrown. Suspend this target 
about a foot or two in front of a backstop of wire, a fence, or a mat in 
the gymnasium. The lower edge of the target should be 24 inches from 
the floor. A strike is any throw that hits the target enough to move 
it at all. Care must be taken to see that the ball hits the target 
directly and not on the rebound. 

The thrower shall stand facing the target with both feet upon the line 
indicating the distance specified for this event. In delivering the ball he 
may step forward with either foot, but his other foot must be upon the 
line when the ball is thrown. 

21. Baseball Distance Throw 

The thrower is allowed to run in making the throw, but must not run 
over the throwing line. Measure shortest distance from throwing line 
to spot where ball first hit the ground. Three throws shall be allowed and 
the best throw counted. 

22. Basket Ball Throw for Distance 

A circle six feet in diameter shall be marked on the floor or ground. 
In throwing, contestants shall not touch outside the circle with any part 
of the body until after the ball has struck the ground. If any part 
of the body touches outside the circle, the distance made shall not be 
recorded but the throw shall count as one trial. Three trials are allowed 
and the best throw shall be taken as the record. The throw is to be 
made with one hand. If this test is made out of doors, it should be 
done on a day when the wind does not blow. 


BASKETBALL THROW START 




' 


BASKET BALL THROW FINISH 


♦ 


Figure 30. 


Figure 31. 










291 


23. Football Kick 

Use a regular football. Punter may take as many steps as he wishes 
before punting, but must not step over the punting line. Measure the 
shortest distance from punting line to place where ball first strikes the 
ground. Three punts should be permitted, and best one counted. 

24. Push-Up 

Have the pupils lie face downward flat on the floor. Put the hands flat 
on floor close to shoulders. Straighten arms, and push up, supporting 
weight on hands and toes, keep back stiff. Lower body and without 
resting push up again. 

25. Sit-Up 

Have the pupil lie down on his back, arms beside body, legs out straight 
and heels together. He then raises trunk of body to a sitting position 
keeping heels on floor, knees and elbows straight. Pupil must not 
grasp clothing or touch floor with hands. When the sitting position is 
reached, immediately lower the trunk and when the head touches floor raise 
trunk again, etc. 

26. Standing Hop, Step and Jump 

Stand with both feet on the take-off and swing the arms for the start. 
Just as the final fonvard swing is being made lift one foot so the 
“ hop ” is taken from one foot only. Land on the same foot from which 
the spring was made, take a long step to the other foot, and finish with 
a big leap, landing on both feet. Do not slow T up in speed between the 
hop, the step and the jump. 

27. Running Hop, Step and Jump 

Same as the standing event except that a run precedes the hop. Running 
over the starting line is counted as a trial but is not measured. All 
other trials are measured from the line and not from the place where the 
hop started. 

28. Potato Race 

Draw four circles in a direct line, twelve inches in diameter and five 
yards apart from center to center. Have a starting, line five yards from 
the center of first circle. 

A basket containing four stones or potatoes is placed on the starting 
line. At a signal the contestant who is standing on the starting line, 
takes one potato, runs and places it in the first circle, returns for another 
potato and runs w r ith that to another circle. As soon as the last potato 
is placed, he returns to the starting line and then runs back to the 
first circle getting potato and returns it to the basket, and continues 
in this way until all the potatoes are returned to the basket. 

29. Relay Races 

a. File relay. The pupils in files of equal numbers are lined up 
behind a starting line. Number one runs to some designated line or 
object and returns to tag number two, who repeats. Number one goes 
to the end of the line, and so on until all have run and the first player 
is at the head of the file again. 

Many variations are possible. 

(1) Running backward 

(2) “ sideward 

(3) Hopping on one foot, other leg in various positions 

(4) Hopping on both feet 

(5) Run to some point, turn around 

(6) Run to some point, jump three times 

(7) Run to some point, jump up and touch toes 

(8) Running on hands and feet 


292 


(9) Place hands on ground and hop with feet between hands 
(frog jump). 

(10) Running while balancing a large ball in one hand. Return 
pass ball with one hand to number two. 

(11) Running forward vault over fence or leap frog over a boy’s 

back. 

(12) Running while balancing a potato or apple in a spoon. 

b. Shuttle relays. The contestants in each team are divided into 
equal squads. A squad is placed at each end of the running area. Number 
one runs and tags number one of the second squad, who runs and tags 
number two of the first squad and so on until all have run. See File 
relays for possible variations. 

c. Pass ball relays. The teams stand in file formation with one 
pace interval between the pupils. A ball, eraser, bean bag, book or any 
object may be used for passing. 

Overhead. On “ Go ” number one passes a ball with both hands 
backward over head to number two and so on down the line. The last 
player runs forward with ball to head of line and the passing and 
changing places is continued until number one is back in place at the 
head of the line. 

(1) Passing ball over left or right shoulder. 

(2) Passing ball between legs. 

(3) Passing ball by the right or left hip. 

(4) Alternate over and under. Number one passes ball over head 
to number two who passes between legs to number three who repeats number 
one, etc. 

d. Skin the snake relay. The team stands in close file formation 
with feet apart. Each man extends his left hand backward between his 
legs. Each player (except the first) grasps with his right hand the 
left hand of the player in front of him. At the command “ Go ” the rear 
player lies on his back and still retains the grasp of the player in front. 
Each player as he lies down should keep his legs close against the body 
of the one in front, while the players going backward should run with 
the legs well apart. When all players in the file are down the man at 
the rear of the line (who headed the file) arises and the others suc¬ 
cessively and run forward, still holding hands until all are up in the 
starting position. 

e. Wheelbarrow relay. Players in file formation. Number two 
grasps ankles of number one. Number one runs forward on hands to the 
goal line where number two runs back to the team and becomes the 
wheelbarrow for number three, and so until all have run. 

f. Hoop rolling relay. The group is lined up five yards back of the 
starting line. At a distance of twenty yards from the starting line an 
Indian club shall be placed. At the signal “ Go ” the first girls shall 
start rolling the hoop toward the Indian club. She must roll the hoop 
around the Indian club and back to the starting line which thus becomes 
also the finishing line. If the runner knocks over the Indian club, she 
must replace it before proceeding further. Upon crossing the finish line 
she shall pass the hoop to the next girl, who repeats the process. The suc¬ 
ceeding runner shall not start until the preceding runner has crossed the 
line. The hoop must at all times be rolled, not carried in the hand. 
The last runner completes the race when she has crossed the finish line 
with the hoop. 

g. The relay potato race. On a line at right angles to the starting 
line draw four circles each 12 inches in diameter, the first with its center 
5 yards from the start and the others at 5 yard intervals beyond. 

A box, can or basket with not over 144 sq. in. bottom area is set on 
the five-yard circle. Three potatoes, blocks, or erasers are placed in this 
receptacle. 


293 


The first runner, starting from the line, takes a potato from the box 
and places it in the nearest, or 10-yard circle, returns to the box, passing 
between it and the starting line, places a second potato on the 15-yard 
circle and in the same manner places the third on the 20-yard circle. 
He then runs back to the starting line, so that one foot passes or touches 
the line, runs to the nearest potato and replaces it in the box, and so 
for the second and third potatoes, each time passing between the basket 
and starting line after replacing a potato except that after the third 
lie runs back to the start and touches off the next member of the group, 
who must stand with both feet back of the line until touched. 

Each successive runner places and replaces the potatoes and touches 
off his successor as indicated. If a potato is dropped anywhere but in 
the basket or circles where it is due, it must be picked up and properly 
placed before another potato is touched. Leaders should use a whistle to 
call the attention of a runner to any such error made. If a runner starts 
before the “ Go,” or before he is properly touched off by his predecessor, 
the timer will add one second or more, at his discretion, to the total 
group time for every such false start. 

If for any reason it is found that 140 yards is too great a distance to 
be run at one time, the first runner, after placing out the potatoes as pro¬ 
vided above, shall run back to the starting line and touch off the second 
runner who shall collect the potatoes as previously described and touch 
off the third runner who repeats the part of the first runner. In the 
meantime the first runner takes his place at the end of the line 
and when his turn comes again, runs the second time. In this way 
each player runs two laps of 70 yards each with a short rest between. 

30. Unusual and Comedy Events 

a. Three-Legged Race. Two competitors standing beside each other 
shall have their inside legs strapped together just above the ankles and 
also above the knees with strong canvas or leather straps. 

b. Sack Race. Competitors must be in and covered by a strong sack 
extending up to and tied around the neck. Hands must be inside. The 
sack must measure three feet wide by five feet in length. 

c. Obstacle Race or Relay. Obstacle races may include a great variety 
of stunts or obstacles to overcome. To assist the teacher a few sugges¬ 
tions are made as follows: 

Jumping a ditch (two lines on floor or ground) 

Hurdle 

Vault a fence or piece of apparatus 
Climb through a hoop or barrel 
Crawl under a low rope or bar 
Changing shoes or articles of clothing 
Hopping a part of the distance 
Climb into sacks and run 
Crawl through rungs of ladder. 


294 


APPENDIX B 

Rules for Athletic Team Games 

Baseball. Official rule book, Spalding’s Athletic Library, published by 
American Sports Publishing Company, 45 Pose Street, New 
York. 

Basket Ball. Official rule book, Spalding’s Athletic Library. 

Volley Ball. Official rule book, Spalding’s Athletic Library. 

Field Hockey. Official rule book, Spalding’s Athletic Library. 

Tennis. Official rule book, Spalding’s Athletic Library. 

Ice Hockey. Official rule book, Spalding’s Athletic Library. 

Playground Ball 

This is a modification of baseball that can be played by both boys and 
girls and on small play fields. 

The bats are thirty-three inches long, and two inches in diameter at 
the thick end. The balls are twelve to fourteen inches in circumference. 

The distance between the bases is thirty-five feet. From home to pitcher’s 
box, thirty feet; to second, fifty feet. To locate first and third bases, take 
a line seventy feet long and with the ends fastened at home and at 
second grasp the line at its middle point, stretch it as far as it will go to 
the right and then to the left. 

There are ten players on a side, the tenth being a right short stop. 

The pitcher stands in his box and before delivering the ball he must 
hold it fairly in front of his body in plain sight. No overhand pitching 
is allowed. The pitcher uses a toss or underhand swing. All other 
players may throw in any style. 

Rules for strikes, balls, fouls, dead ball, block ball, and all other 
matters not mentioned herein are the same as in regular baseball. 

Basket Ball (Modified) 

Basket ball is a game in which children may easily overdo. The danger 
of strain may be reduced to a minimum by limiting the size of the courts 
by dividing the courts and by limiting the time of play. 

Suggested size of court for elementary schools, 35 by 60 feet. 

Divide the court into two courts by a line across the center for the 
forwards and the guards. Make a third and separate court by lines 
drawn parallel 20 feet from the center line. Confine the forwards to 
one-half court, the guards to the other half-court and the centers to the 
center court. 

Reduce the total time of play and break up the playing time by 
rest periods as follows: 

Fifth and sixth grades — Four playing periods of 7 minutes each; 
rest periods 3-10-3 minutes. 

Seventh and eighth grades — Four playing periods of S minutes each; 
rest periods 3-10-3 minutes. 

Team Ball Throw 

1. The method here described is for two contesting teams. The 
first contestant of team A throws the ball. The distance is not measured, 
but a small stake is driven into the ground where the ball first struck. 

The captain of team B now chooses a player whom he thinks will be 
able to make a better throw. If the throw exceeds that of the first 
thrower, his team scores one point; otherwise team A scores one point, 
A contestant of team B now throws and the captain of team A chooses 
a player to make the next throw. All contestants throw in this manner. 
The team wins that has scored the most points after all have thrown. 

2. The team members may line up in single file and throw in 
order without a choice by the captain. 


295 


3. Teams A and B are stationed on opposite sides of the field. 
A meihber of team A makes a throw from a well-marked throwing 
line. A player of team B makes a return throw, but he must not cross 
the spot where the previously thrown ball first struck the ground. A 
player of team A now returns the ball, taking as his throwing mark the 
spot where B’s ball landed. All players throw in like manner. If the 
throw of the last player of team B fails to reach the original throwing 
mark of team A, his team loses; if the throw lands on the throwing 
mark the teams tie, and if the throw goes beyond the original throwing 
mark, team B wins. 

4. If more than two teams compete, one contestant of each team 
throws and the teams score points equal to the respective distance 
position of the throws. If five teams compete the contestant who 
threw farthest scores five points for his team, and the shortest throw 
scores one point. 

Soccer Football 

1. General Remarks The field should be between fifty and seventy-five 
feet wide and between one hundred and one hundred and fifty yards 
long divided into two equal parts by a line through the center. Diagram 
of field, Appendix K, p. 340. 

2. Players Any number of players can play on a team, but care should 
be taken that too many do not try to play ball at the same time. 

3. Object of Game The object of the game is to kick the soccer football 
(an association football) over the goal line for a corner kick or for a 
goal kick. At no time must the ball be touched with the hands or 
arms; if so, the referee blows the whistle and calls foul and places 
the ball upon the spot where the foul was committed, to be kicked by 
any one opponent who kicks the ball toward his opponent’s goal. 

4. Fouls Fouls are called for pushing, tripping, charging, unnecessary 
roughness and purposely touching the ball with the hands or arms. 

5. Penalty for Fouling In case of a foul the ball is given to the op¬ 
posite side at the point where the ball was at the time the foul was made. 
The ball is placed on the ground and a free kick is given. 

6. Officials There shall be a referee who has full charge of the game. 
Two line men (one for each field) and a timekeeper, who also acts as score- 
keeper. 

7. Starting the Game The game is started by a kick-off. The referee 
(who has full control of game) places the ball on the center line in the 
middle of the circle. The side losing the toss kicks the ball toward the 
opponent’s goal. No other player shall be within five yards of the 
ball when it is kicked, nor shall any player cross the center of the 
ground until the ball has been kicked off (should this happen the 
kick must be taken over). 

8. Out of Bounds The ball is “ out of bounds ” when it has passed 
outside of the field of play (the lines on the sides are called “ touch lines ” 
and the lines on the ends are called the “goal lines”). To again put 
the ball into play a player on the opposite side to that which caused 
the ball to go out of bounds stands on the line at the point where it 
went out, then throws the ball, with both hands over his head, into the 
field of play. He can not again play the ball until it has been played 
by another player. 

9. Scoring a Goal A goal is scored when the ball has been kicked over 
the goal. A goal counts one point. The team scoring the greatest number 
of goals in the game is the winner. 

10. Time of Game The game is played in two halves of from ten to 
twenty minutes each, with an intermission of from five to ten minutes. 
Choice of goal and kick-off:—The choice of goals is made by the toss of a 
coin, the winner choosing the goal and the loser getting the kick-off. 

* Goals are changed between the halves. 

11. Kick-off ; also a Free Kick The ball is placed on the ground and the 
player gets a kick at the ball without interference. No other player is 
allowed within five yards of the ball until the ball has been kicked. 


296 


Combination Pass Ball* 

1. Equipment One regulation basket ball. 

2. Marking the Floor There shall be a starting line mark. Ten feet 
in front of the starting line there shall be a foul line mark. Forty-live feet 
in front of the starting line the finish line shall be marked, feee diagram. 


i 

>' 



r 

t 

r 


i 

i 

i 


The arrows in 
the diagram in¬ 
dicate the way 
in which the po¬ 
sition of the 
players changes. 


Starting lino 
Foul line 


Finish line 


3. Team Each team shall consist of 12 members. In position for 
playing they shall stand in a single line formation. The leader shall 
stand on the starting line. 

4. Object of Game The object of the game shall be the completing 
of all the required passes and turns in faster time than the opposing 
team. 

5. Start No player shall step over the starting line toward the foul 
line until the starting signal has been given. The ball shall not be 
started before the signal is given. 

Penalty The starter shall start the event again and one foul shall 
be counted against the offending team. 

Note The starter shall see that the ball is held below shoulder height 
until the starting signal is given. 

0. Passing of Pall and Turns The order of sequence of passing the 
ball and turning shall be as follows: 

(a) Passing ball from leader over head to last player at end 

of line. 

(b) Making one-half turn (180 degrees) to face back of gym¬ 
nasium. 

(c) Passing ball from end player over head to leader. 

(d) Making one-quarter turn to face either side of gymnasium. 

(e) Passing ball from leader down the side of line to end 

player. 

(f) Making one-half turn to face opposite side of gymnasium. 

(g) Passing ball up the side of line to leader. 

(h) Making a quarter turn to face front of gymnasium. 

(i) Passing ball (from leader to end player) alternately over 
head and between knees beginning with an overhead pass. 

(j) Making a half turn to face back of gymnasium and kneeling 
on both knees as in leap frog (executed by all except end player). 

(k) Bringing of ball to front of line by end player, who straddles 
the line, going over all players on floor. 

(l) Standing up, making one-half turn to face front of gymnasium 
(executed by all players except player who straddled line), and stand¬ 
ing with feet wide apart in stride position (executed by all). 


* Originated by Esther Sherman, Assistant Supervisor of Health Education, 
Detroit. Taken from “ Program and By-laws, Grammar School Athletic Associa¬ 
tion of Detroit.” 










297 


(m) Rolling the ball down through the lane made by players in 
stride position — from player at front of line to last player at back of line. 

(n) Carrying the ball across finish line by player at back of line, 
who runs with it past her team and across the finish line. 

7. Touching Ball Each player must touch the ball in every pass. 
Penalty Any infringement of the above rule shall be counted as a foul. 

8. Over Foul Line No player shall step over the foul line toward 
the finish line at any time, except the player who straddles the line with 
the ball. See “ k ” under Rule 6. 

Penalty : Foul. 

9. Playing the Ball No player shall play the ball from any position 
except the right one — as definitely outlined in Rule 6 (a to n). 

Penalty : Foul. 

Note It shall constitute a foul if any player shall play the ball from 
the wrong position, but it shall not constitute a foul if any player makes a 
wrong turn, providing he is in the right position when he plays the ball. 

Suggestions Keep the line straight. Stand close to the next player. 
Get into position for next pass as soon as ball leaves your hands. 

Zig Zag Ball* 

Rules 

1. Equipment One regulation basket ball. 

2. Marking of floor Each X mark on the floor shall be six feet from 
the one in line beside it. It shall be eight feet between the two lines. 
See diagram: 


8 ft.- 



X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 



3. Teams Each team shall consist of 12 members. Two lines, of six 
players each, shall face each other. 

4. Object of Game The object of the game shall be to make the re¬ 
quired zig zag passes in faster time than the opposing team. 

5. Passing the Ball The first player standing on the starting line 
shall throw the ball diagonally across in a zig zag direction until it 
reaches the last player standing on a line 33 feet away from the start¬ 
ing line. When the ball reaches the end of the line, the last player shall 
immediately return it to the one from whom it was received, and it shall 
go back down the line to the starter. The entire performance shall be 
repeated twice, making three trips down the line and back. If a player 
fails to catch the ball, it is allowable for another player to assist him in 
recovering it. 

6. Start The ball shall not be started before the signal is given. 
Penalty: The starter shall start the event again, and the foul shall be 
counted against the offending team. 

7. Position of players Each player shall stand on a white mark (X) 
when throwing the ball in turn. 

Penalty: Any infringement of the above rule shall count as one foul. 

Note It does not constitute a foul to step off the mark in any direc¬ 
tion in order to catch the ball, but care should be taken to step back on 
the mark before throwing. 

* From “ One Hundred and Fifty Gymnastic Games.” Boston Normal School 
of Gymnastics Alumni. 







298 


8. Finish The team first finishing the third trip shall be the winner, 
regardless of whether or not the ball has been returned for a fourth trip. 
The judge of the finish shall be responsible for the counting of trips. It 
is advisable for him to appoint two assistants. 

Suggestions Use a straight throw with both hands. Keep ball at chest 
height. Work for accuracy as well as speed. 

Post Ball* 

Rules 

1. Equipment One regulation basket ball. One post or jumping 
standard. 

2. Marking of Floors See diagram. The distance between the inside 
lines of the lane shall be ten feet. The lanes in which the players stand 
are ten feet long and two feet wide. 

Post. 


O 

co 


2 ft. 

10 ft. 

1ft ft. 

2 ft. 

L 


L 

A 


A 

N 


N 

E 


E 


3. Team Each team shall consist of ten members, standing inside 
one lane in single line formation, facing the post. 

4. Object of Game The object of the game shall be to complete the 
relay around the post and get all the members of one team in the opposite 
lane in faster time than the opposing team. 

5. Relay Around Post The first player on each team shall run around 
the post and back to the end of the opposing team. He shall then throw 
the ball diagonally across to the next player on his own team, who has 
moved up to the starting line. The second player shall then repeat the 
performance of the first, as shall each player in turn. 

6. Start The ball shall not be started before the signal is given. 

Penalty: The starter shall start the event again and one foul shall be 

counted against the offending team. 

7. Positions in Lanes All players except runner shall stand with both 
feet within the lanes. 

Penalty: Any infringement of the above rule shall count as one foul. 


♦Originated by Esther Sherman, Assistant Supervisor of Health Education, 
Detroit. Taken from “ Program and By-Laws, Grammar School Athletic Asso¬ 
ciation of Detroit.” 













299 


8. Becoming a Runner The first player shall not become a runner 
until the starting signal is given. Any other player on the team shall 
not be considered a runner until the ball has left the hands of the team¬ 
mate who is throwing it to him. 

9. Making Fair Catch It is permissible for a runner to step out of the 
lane in any direction in order to catch a poor throw and if the ball is 
fairly caught, it is not necessary to get inside the lane again. 

10. Failing to Catch Ball If the ball is not caught and touches the 
floor beyond the starting line, the player missing the ball must get it, 
and return to the starting line before running around the post. 

Penalty: Foul. 

11. Interfering No player shall run against or interfere with an 
opponent. 

Penalty: Foul. 

12. Touching Post. No runner shall touch the post. 

Penalty : Foul. 

13. Reaching End of Lane The runner must be at the end of the lane, 
i. e., on or behind the back line of the lane before he throws the ball. 

Penalty : Foul. 

14. Line Foul The runner must not, when he throws the ball, step 
over a line which shall be a continuation of the inside line of the lane. 

Penalty : Foul. 

15. Finish The last runner must be at the end of the lane, not neces¬ 
sarily inside of it, and facing the post, otherwise he has not finished the 
race. 

Suggestions: 

Do not crowd the player who is about to catch the ball. Hold the ball 
under one arm when running. Throw carefully. 


300 


APPENDIX C 


Athletic Badge Test for Boys 

The athletic badge test is competition, not against individual rivals, 
but against standards. It is a test of development and physical efficiency. 

Any list of individual athletic events might be selected and standardized 
as a developmental test, but the athletic badge test represents a very 
simple list of important events selected and standardized by experts of 
the Playground and Recreation Association of America. 


First Test 

1. Pull-Up (Chinning) . 4 times 

or Rope Climb (using both hands and 

legs) .12 feet 

2. Standing Broad Jump . 5 ft. 9 in. 

3. 60 Yard Dash 9 seconds 

or 50 Yard Dash . 8 seconds 

4. Baseball Throw (accuracy) .3 strikes out of 

6 throws at 40 feet 

or Baseball Throw (distance) .130 feet 


Second Test 

1. Pull-Up (Chinning) . 6 times 

or Rope Climb (using both hands and 

legs) .16 feet 

2. Standing Broad Jump . 6 ft. 6 in. 

or Running Broad Jump .12 feet 

3. 60 Yard Dash . 8 seconds 

or 100 Yard Dash .13 2/5 seconds 

4. Baseball Throw (accuracy) . 3 strikes out of 

5 throws at 45 feet 

or Baseball Throw (distance) .195 feet 

Third Test 

1. Pull-Up (Chinning) . 9 times 

or Rope Climb (using hands only) ...16 feet 

2. Running High Jump . 4 ft. 4 in. 

or Running Broad Jump .14 feet 

3. 220 Yard Run .28 seconds 

or 100 Yard Dash .12 3/5 seconds 

4. Baseball Throw (accuracy) . 3 strikes out of 

5 throws at 50 feet 

or Baseball Throw (distance) .220 feet 

or 8 lb. Shot Put . 28 feet 

It has been found that boys of 12 years of age should be able to qualify 
for the badge under the first test, elementary school boys of 13 years and 
over for the second test, and high school boys for the third test. It 
does not seem, however, that the different standards should be limited 
to these age groups. Accordingly no age or even weight limit is fixed. 
Any boy may enter any test at any time. 

It is generally agreed “ that climbing, jumping, running and throwing 
should be considered the four fundamental activities to be included in 
any physical efficiency test,” and accordingly each of the three tests 
makes use of four events. Certain options are allowed to make the tests 
adaptable to varied local conditions, and to allow choice of those activities 
most interesting to the boys of any locality. To pass a test a boy must 
qualify in four events, one from each of the four classes, climbing, jump¬ 
ing, running and throwing. 























301 


Rules 

No boy is permitted to receive more than one badge in any one year. 

it is necessary to qualify at one time in the four events in any one 
test to win a badge. If a boy fails in the tests one day he should be 
permitted to practice until he can pass the tests. 

Any responsible adult may give the tests. 

Even though a boy has not received a first test badge he may qualify 
for a badge of a higher order. 

In order to prevent the badges from falling into the hands of boys 
who have not passed the tests and are therefore not entitled to have the 
badges, the Badge Test Committee has found it wise to allow no sample 
badges to be sent out. It is suggested, in instances where it seems 
desirable to have badges at once for the purpose of arousing interest 
in the badge tests, that a few of the boys be given the tests immediately. 

All tests must be made without the aid of spiked or cleated shoes of 
any sort; tennis or gymnasium shoes are allowed. 

There shall be one trial only in the chinning, the rope climb and the 
running events. Three trials are allowed in the jumps and the throws 
except the baseball for accuracy. 

For rules and description of events see Appendix A, p. 284. 

Schools selecting the “ Athletic Badge Test ” for adoption should send 
for the pamphlet explaining how the badges and certificates may be 
secured. Playground and Recreation Association of America, 315 Fourth 
Avenue, New York. Price five cents. 


Athletic Badge Test for Girls 

The Playground and Recreation Association of America has adopted 
the following as standards which every normal girl ought to be able to 
attain: 

Test 

Balancing (1 deep -knee bend)24 ft. 2 trials 
Either 

Potato Race .22 seconds 

or 

j All-up Indian Club Race .30 seconds 

| or 

[ 50 Yard Dash . 8 seconds 

Either 

Basket-ball Throw (distance) ..35 feet 
or 

12" Indoor Baseball Throw I 2 strikes out of 

(accuracy) . [5 throws at 25 ft. 

Either 

Volley-ball Serve . 2 in 5 

or 

Tennis Serve . 3 in 6 

or 

*• i Basket-ball Goal Throw (10 foot 

line) . 2 in 5 

or 

12" Indoor Baseball Throw and 

Catch . 3 errors allowed 


First 

1 . 


3. 














302 


Second Test 


1. Balancing (book on head — 1 


deep knee bend) . 

. . ..24 

ft. 2 trials 

Either 

Potato Race . 

....20 

seconds 

or 

All-up Indian Club Race . .. 

....28 

seconds 

or 

Run and Catch . 

. . . .19 

seconds 

or 

50 Yard Dash . 


3/5 seconds 


3. 


4. 


Either 

Basket-ball Throw (distance) ... 45 ft. 
or 

12" Indoor Baseball Throw .13 strikes out of 

[ (accuracy) ...: . (6 throws at 30 ft. 

Either 

Volley-ball Serve .3 in 6 

or 

Tennis Serve . 3 in 5 

or 

' Basket-ball Goal Throw (12 foot 

line ) . 3 in 6 

or 

12" Indoor Baseball Throw and 
Catch . 2 errors allowed 


Third Test 


1 . 


2 . 


3. 


4 . 


Balancing (book on head — 3 

deep knee bends) . 24 ft. 2 trials 

Either • 

Potato Race .18 seconds 

or 

'Run and Catch .17 seconds 

or 

50 Yard Dash . 7 1/5 seconds 

( Either 

Basket-ball Throw (distance) ..55 feet 
or 

12" Indoor Baseball Throw .... [3 strikes out of 
(accuracy) .(5 throws at 36 ft . 

Either 

Volley-ball Serve . 3 in 5 

or 

Tennis Serve . 3 in 4 

or 

'Basket-ball Goal Throw (15 foot 

line) . 3 in 5 

or 

12" Indoor Baseball Throw and 

Catch . 1 error allowed 




























303 


Rules for Tests 

There are no height, weight or age limits in the Athletic Badge Tests 
for Girls but an attempt has been made to provide tests of progressive 
difficulty. Certain options have been provided to make the tests adaptable 
to local conditions and to allow a choice of those activities most inter¬ 
esting to the girls in any locality. To win a badge in any test a girl 
must qualify in one event in each of the four groups in that test. 

The following general rules shall govern the final tests: 

Unless otherwise stated in these rules there shall be but one trial 
in each event. If a girl fails in the tests one day she should be permitted 
to practice until she can pass the tests. 

It is necessary to qualify at one time in all four events in any test 
in order to win a badge. 

A girl may not earn more than one badge in each of the three tests, 
nor having received a badge may she compete for a badge of a higher 
class until six months have elapsed. 

Even though a girl has not received a badge in a lower grade, she may 
qualify for one of a higher order. 

In order to prevent the badges from falling into the hands of girls 
who have not passed the tests and are therefore not entitled to have the 
badges, the Badge Test Committee has found it wise to allow no sample 
badges to be sent out. It is suggested, in instances where it seems desir¬ 
able to have badges at once for the purpose of arousing interest in the 
badge tests, that a few of the girls be given the tests immediately. 
Certification blanks will be sent from the office of the Playground and 
Recreation Association of America, 315 Fourth Avenue, New York city, 
upon request and prompt attention will be given to orders for badges. 

Directions for Events 

All-up Indian Club Race. Draw two tangent circles, each three feet 
in diameter. In one of the circles place three Indian clubs. At a point 
thirty feet from a line passed through the center of the circles, and 
parallel to it, draw a line to be used as a starting line. 

On the signal the girl runs from the starting line, transfers the three 
clubs, one after the other, to the vacant circle so that they remain 
standing, and runs back to the starting line The girl makes three such 
trips finishing at the starting line. The girl is permitted to use but 
one hand in transferring the clubs. The surface within the circles should 
be smooth and level. A wide board may be used when the test is made 
out of doors. 

To qualify in this event for a first test badge a girl must make the 
three trips to the circles in thirty seconds. 

To qualify in this event for a second test badge a girl must make 
the three trips to the circle in twenty-eight seconds. 

Potato Race. Secure two wooden cubes measuring 2 1/2 inches. 
(Potatoes of uniform size or bean bags may be used.) Mark upon the 
floor or ground five yards in front of the starting line a square measuring 
12 inches in outside dimensions. Five yards farther on mark a circle 6 
inches in diameter, and five yards beyond this a second 6-inch circle. 
Distances should be measured to center of square and circles. Place a 
block in each of the 6-inch circles. At the word of command, the contestant 
runs from the starting line, picks up the nearest block and places it in the 
square, runs and secures the farther block, touches square with it and 
replaces it in the farther circle, then goes back, picks the other block, 
places it in the nearer circle and returns to the starting line. Total 
distance is 70 yards. Blocks may not be dropped or thrown but must be 
placed in every case. One try only is allowed, but the event must be 
run over if either of the blocks is placed outside of the circle or the 
square. It is permissible to have the block on the line if it is more in 
than out. 


20 


304 


Basket-ball Goal Throw. The regular basket-ball goal may be used 
or a ring eighteen inches in diameter (inside). It should be placed ten 
feet above the ground and the inside rim should extend six inches from 
the surface to which it is attached. From a point directly under the 
center of the goal, semicircles should be drawn with radii of ten, twelve 
and fifteen feet, for throwing lines. 

The girl may stand at any point outside of, but touching the throw¬ 
ing line for her event. The basket ball used shall be of standard size 
and weight. 

The goal may be made either by a clear throw or by bouncing against 
the backboard. 

Five or six throws, as the case may be, shall count as one trial. 

Balancing Test. A standard balance beam twelve feet long and two 
inches wide may be used, or a two by four-inch plank set on the two-inch 
side. The length shall be twelve feet. 

There is no time limit in this event but there should be an endeavor 
to meet the requirements promptly, without haste and with perfect poise. 
Two trials are allowed in the balancing events. 

in the first test the girl starts from the center of the beam, walks 
forward to the end, without turning walks backward to center, makes 
a half turn, and balancing with toes on beam, holding head up and body 
erect, makes deep knee bend, coming to full squat on heels. Rising she 
completes turn, walks forward to end of beam, makes full turn and walks 
to center of beam, the starting point. 

The second test is the same as the first except that the girl must 
throughout the test have a book balanced upon her head. For the sake 
of uniformity this book should be a 12mo (5" x 7") book with stiff 
board covers weighing from three-quarters of a pound to one pound. 
The person giving the test should see that the girl’s hair is not arranged 
in such a manner as to assist in supporting the book or making 
the balancing easier. 

The third test is the same as the second except that the girl must 
keep her hands on her hips throughout the test and must make three 
deep knee bends in succession in place of one. 

Running and Catching At a distance of thirty feet from the starting 
line and parallel to it, stretch a cord ten feet from the ground. 

On the signal the girl runs from the starting line, tosses a basket ball 
or a volley-ball over the cord, catches it, and runs back to the starting 
line. Three such trips are made, finishing at the starting line. In case of 
failure to catch the ball, it must be secured, tossed over the cord (either 
direction) and caught before continuing the run. 

The starting line and the cord should both be well away from any wall, 
backstop, or other object, so that neither the contestant nor the ball 
shall touch any obstruction during the run. 

Basket ball Throw for Distance. The primary consideration here is 
distance, although the ball should be kept within a fairly well defined 
area, possibly the width of a road or track. Any number of steps 
shall be allowed but the thrower must not step over the line in making 
the throw as this counts as one trial. Measuring may be simplified 
by placing markers at the specified distances. 

The “ official ” basket ball should be used. Any style of throw is 
allowed, sidearm or overhand, one or two hand. 

Volley-ball Serve A volley-ball net or piece of cord shall be 
stretched at a height of eight feet across the center of the playing 
space. Twenty-four feet distant a line shall be drawn on the floor or 
ground parallel to the net. The contestant with volley-ball in hand 
shall stand facing the net and toeing the line with either foot. She 
tosses the ball with one hand as in tennis and strikes it with the 


305 


other hand over the net so that it will fall within a square ten by 
ten feet, this square shall be marked on the floor or ground ten feet 
from the net and at right angles to it. If the contestant steps for¬ 
ward over the line before the ball strikes the ground, no score is allowed, 
but it counts as one serve. 

live or six serves, as the case may be, shall count as one trial. 
The serve may be made either underhand or overhand. 

Tennis Serve. Upon a wall mark a space 13 1/2 feet long and 30 
inches wide, the lower line of the rectangle being 36 inches from the 
lloor or ground. A line is drawn on the floor or ground 38 feet from 
the wall and parallel to it. Upon this line is marked a 13 1/2 foot 
space directly opposite the 13 1/2 foot space on the wall. In making 
the serve the girl must stand behind this 38 foot line, but she may 

not be within the 13 1/2 foot space marked on this line. The ball 

may strike the upper line and be good but must clear the lower line. 

this event may be given upon a standard tennis court, and in this 
event a second tennis net must be stretched above the regular net, 
leaving a space of 30 inches between the two nets, the serve being 

“ driven ” through this space into the service area. This is designed 

to prevent qualification for this event by an easy “ lob ” into the 
service area — no real test of ability to serve. 

Four, five or six serves, as the case may be, shall count as one trial. 

Indoor Baseball Throw and Catch. On an indoor or playground 
diamond with 36 foot base-lines and a 30 foot pitcher’s box, place a 
pitcher and three basemen. Contestant stands at home. She must 

catch the ball delivered from the pitcher, throw to first, catch the. 

return, throw to second, catch the return, 'throw to third, and catch 
the return. She thus must catch four throws and throw to each of the 
three bases, giving a possible seven errors. A throw by the girl or 
to her shall be judged as being good if both hands can be placed 
upon it by stretching with either foot on the base. In case of a bad 
throw to her the throw should be repeated. A bad throw by her shall 
be an error. The official 12 inch baseball must be used. 

12 inch Indoor Baseball Throw for Accuracy. Make a target 15 inches 
by 24 inches of wood or canvas to represent the area within which a 
“ strike ” must be thrown. Suspend this target about a foot or two 
in front of a backstop of wire, a fence, or a mat in the gymnasium. 

The lower edge of the target should be 24 inches from the floor. A 

strike is any throw that hits the target enough to move it at all. 
(Care must be taken to see that the ball hits the target directly and 
not on the bounce or the rebound.) 

The thrower shall stand facing the target with both feet upon the 
line indicating the distance specified for the event. In delivering the 
ball, which should be the official 12" indoor baseball, she may step 
forward with either foot, but her other foot must be upon the line 
when the ball is thrown. Each underhand or overhand delivery shall 
be allowed. 

Five or six throws, as the case may be, shall count as one trial. 


306 

APPENDIX D 

Scoring Tables for Athletic Classification by Height* 

GROUP: 4' to 4'3" 


Per 

Cent 

i Chinning . 

1 Bar 

Stand 

Broad 

Jump 

Run 

Broad 

Jump 

Stand 

Hop Step 

and 

Jump 

Run 

Hop Step 

and 

Jump 

Run 

High 

Jump 

ns ja 
o ^ s 

Seconds 

100 

16 

6' 

8" 

12' 

1" 

17' 

2" 

22' 

10" 

3' 

9" 

6% 

97 

15 

6' 

7 " 

11' 

11" 

16' 

9" 

22' 

6" 

3' 

8" 

7 

94 

14 

6' 

6" 

11' 

8" 

16' 

3" 

22' 

4" 

3' 

7 

7H 

91 

13 

6' 

5" 

11' 

6" 

15' 

9" 

21' 

9" 

3' 

6" 

7 H 

88 

12 

6' 

4" 

11' 


15' 

3" 

21' 

1" 

3' 

5" 

7% 

85 

11 

6' 

2" 

10' 

6" 

14' 

9" 

20' 

5" 

3' 

4" 

7X 

82 

10 

6' 

10' 

14' 

3" 

19' 

9" 

3' 

3" 

8 

79 

9 

5' 

10" 

9' 

6" 

13' 

9" 

19' 

1" 

3' 

2" 

8 % 

76 

8 

5' 

8" 

9' 

13' 

3" 

18' 

5" 

2' 

11" 

8% 

73 

7 

5' 

6" 

8' 

6" 

12' 

9" 

17' 

9" 

2' 

9" 

8% 

70 

6 

5' 

4" 

7' 

11" 

12' 

3" 

17' 

1" 

2' 

7" 

8% 

67 

5 

5' 

2" 

7' 

2" 

11' 

9" 

16' 

2' 

6" 

9 

64 

4 

5' 

6' 

6" 

11' 

14' 

8" 

2' 

5" 

9% 

61 

3 

4' 

6" 

6' 


10' 

3" 

13' 

4" 

2' 

4" 

9% 

58 

2 

3' 

9" 

5' 

4" 

9' 

4" 

12' 

1 


2' 


10% 


Note.—For convenience the percentages in the first column are arranged 
in units of three. To find a more exact percentage compare the pupil’s record 
with the number, height or distance next below and above in the column for 
that event. Determine what proportion the pupil’s record is of the difference 
between these nearest standards. For example, a boy in the first group has a 
record of 10 ft. 2 in. in the running broad jump. In the column for that event 
(see first table) the nearest standards are 10 ft. and 10 ft. 6 in. or a difference of 
6 in. The 2 in. over the 10 ft. then is one-third of the difference or equal 
to 83 in the percentage column. 

If a stop watch is not available use a watch with a second hand and time by 
even seconds. If the table is being used to score competition between two 
groups classified by height the mass athletic plan is better adapted for the 
50 yard dash (see page 76). 


^Arranged by John N. Richards, Assistant Supervisor of Physical Training 
Newark, N. J. 

















































307 


GROUP: 4' 3" TO 4' 6" 


Per 

Cent 

| Chinning 

Bar 

Stand 

Broad 

Jump 

Run 

Broad 

Jump 

Stand 

Hop 

Step and 
Jump 

Run 

Hop 

Step and 
Jump 

Run 

High 

Jump 

_ E q 

© o3 S3 

*°>hQ 

Seconds 

100 

16 

7' 4" 

12' 

2" 

17' 

8" 

25' 1" 

3' 

10" 

6% 

97 

15 

7' 3" 

12' 

1" 

17' 

6" 

24' 9" 

3' 

9" 

6% 

94 

14 

r 2 " 

11' 

11" 

17' 

2" 

24' 1" 

3' 

8" 

6% 

91 

13 

r i" 

11' 

9" 

16' 

9" 

23' 5" 

3' 

7" 

7 

88 

12 

V 

11' 

4" 

16' 

4" 

22' 9" 

3' 

6" 

7H 

85 

11 

6' 9" 

10' 

11" 

15' 

11" 

to 

to 

1—* 

3' 

5" 

7% 

82 

10 

6' 6" 

10' 

6" 

15' 

7" 

21' 5" 

3' 

4" 

7% 

79 

9 

6' 3" 

10' 

1" 

15' 

2" 

20' 9" 

3' 

3" 

7% 

76 

8 

6' 

9' 

8" 

14' 

9" 

20' 1" 

3' 

2" 

8 

73 

7 

5' 9" 

9' 

3" 

14' 

4" 

19' 5" 

3' 

1" 

8 % 

70 

6 

5' 6" 

8' 

10" 

13' 

11" 

18' 9" 

2' 

10" 

8% 

67 

5 

5' 3" 

8' 

3" 

13' 

17' 3" 

2' 

8" 

8% 

64 

4 

5' 

7' 

6" 

12' 

15' 6" 

2' 

6" 

9K 

61 

3 

4' 6" 

6' 

9" 

11' 

13' 9" 

2' 

4" 

9K 

58 

2 

4' 

6' 

10' 

12' 2" 

2' 

10% 


Note.—See page 306 








































































GROUP: 4' 6" TO 4' 9 


^ d 

6fl 

C 

■g s 

•SpQ 

-G 

O 

16 

Stand 

Run 

Stand 

Hop 

Run 

Hop 

Run 

© £ "5 


Broad 

Broad 

Step and 

Step and 

High 

iO s * 

y* Q 

100 

Jump 

7' 7" 

Jump 

12' 9" 

Jump 

19' 6" 

Jump 

27' 8" 

Jump 

4' 1" 

Seconds 

6 

97 

15 

7' 6" 

12' 6" 

19' 

1" 

27' 

4" 

4' 


6K 

94 

14 

7' 5" 

12' 3" 

18' 

8" 

26' 

7" 

3' 

11" 

6% 

91 

13 

7' 4" 

12' 

18' 

3" 

25' 

10" 

3' 

10" 

6 % 

88 

12 

7' 3" 

11' 8" 

17' 

10" 

25' 

1" 

3' 

9" 

6^5 












85 

11 

7' 2" 

11' 4" 

17' 

5" 

24' 

4" 

3' 

8" 

7 

82 

10 

7' 

11' 

17' 


23' 

7" 

3' 

7" 

7K 

79 

9 

6' 9" 

10' 8" 

16' 

7" 

22' 

10" 

3' 

6" 

7% 

76 

8 

6' 6" 

10' 4" 

16' 

2" 

22' 

1" 

3' 

4" 

7% 

73 

7 

6' 3" 

10' 

15' 

9" 

21' 

4" 

3' 

2" 

7^ 

70 

6 

6' 

9' 8" 

15' 

4" 

20' 

7" 

3' 

1" 

8 

67 

5 

5' 8" 

9' 

14' 

4" 

18' 

6" 

2' 

9" 

8% 

64 

4 

5' 2" 

8' 3" 

13' 

4" 

16' 

6" 

2' 

6" 

9H 

61 

3 

4' 8" 

7' 6" 

12' 

2" 

14' 

6" 

2' 

3" 

9 H 

58 

2 

4' 2" 

6' 9" 

11' 


12' 

6" 

2' 


10 % 


Note.—See page 306 


























309 


GROUP: 4' 9" TO 5' 















100 

17 

7' 

8" 

13' 

4" 

20' 

2" 

28' 

8" 

4' 

2" 

5% 

97 

16 

7' 

7" 

13' 

2" 

19' 

10" 

28' 

4" 

4' 

1" 

o 4 A 

94 

15 

7' 

6" 

12' 

11" 

19' 

5" 

28' 


4' 


6 

91 

14 

7' 

5" 

12' 

7" 

19' 


27' 

5" 

3' 

11" 

6K 

88 

13 

7' 

4" 

12' 

3" 

18' 

7" 

26' 

10" 

3' 

10" 

6% 

. 85 

12 

7' 

3" 

11' 

11" 

18' 

2" 

26' 

3" 

3' 

9" 

6% 

82 

11 

7' 

1" 

11' 

7" 

17' 

9" 

25' 

8" 

3' 

8" 

6 H 

79 

10 

6' 

11" 

11' 

3" 

17' 

4" 

25' 

1" 

3' 

7" 

7 

76 

9 

6' 

9" 

10' 

11" 

16' 

11" 

24' 

6" 

3' 

6" 

7H 

73 

8 

6' 

■7" 

10' 

7" 

16' 

8" 

23' 

11" 

3' 

5" 

7K 

70 

7 

6' 

4" 

10' 

3" 

16' 

6" 

23' 

4" 

3' 

4" 

7% 

67 

6 

5' 

11" 

9' 

5" 

15' 


21' 

4" 

3' 


8% 

64 

5 

5' 

6" 

8' 

7" 

14' 


19' 

8" 

2' 

9" 

8% 

61 

4 

5' 

1" 

7' 

9" 

13' 


18' 


2' 

6" 

9 H 

53 

3 

4' 

8" 

G' 

11" 

12' 


16' 

4" 

2' 

3" 

o% 


Stand 

Broad 

Jump 


Run 

Broad 

Jump 


Stand 

Hop 

Step 

Jump 


Run 

Hop 

Step 

Jump 


Run 

High 

Jump 


) ct Cj 

K* Q 


Seconds 


Note.—See page 306 









































310 


GROUP: 5' TO 5' 3" 


m 1=1 

0) 4, 

P-<0 

W) 

a 

S * 

a a 

o 

Stand 

Broad 

Jump 

Run 

Broad 

Jump 

Stand 

Hop 

Step 

Jump 

Run 

Hop 

Step 

Jump 

Run 

High 

Jump 

© a, ® 

HJ 

Seconds 

100 

17 

8' 


15' 

4" 

20' 

7" 

29' 

11" 

4' 

7" 


97 

16 

7' 

11" 

14' 

10" 

20' 

5" 

29' 

4" 

4' 

6" 

5% 

94 

15 

7' 

10" 

14' 

5" 

20' 

3" 

28' 

9" 

4' 

5" 

5*5 

91 

14 

7' 

9" 

14' 


19' 

11" 

28' 

2" 

4' 

4" 

5^5 

88 

13 

7' 

8" 

13' 

7" 

19' 

7" 

27' 

5" 

4' 

3" 

6 

85 

12 

7' 

7" 

13' 

2" 

19' 

3" 

26' 

10" 

4' 

2" 

6K 

82 

11 

7' 

6" 

12' 

9" 

18' 

11" 

26' 

3" 

4' 

1" 

6% 

79 

10 

7' 

4" 

12' 

4" 

18' 

7" 

25' 

8" 

4' 


6% 

76 

9 

7' 

2" 

11' 

11" 

18' 

3" 

25' 

1" 

3' 

11" 

6^ 

73 

8 

7' 


11' 

6" 

17' 

11" 

24' 

6". 

3' 

9" 

7 

70 

7 

6' 

9" 

11' 

1" 

17' 

7" 

23' 

11" 

3' 

7" 

7K 

67 

6 

6' 

4" 

10' 

3" 

16' 

5" 

22' 

3" 

3' 

3" 

7K 

64 

5 

6' 


9' 

8" 

15' 

2" 

20' 

10" 

2' 

11" 

8 H 

61 

4 

5' 

8" 

9' 

1" 

13' 

11" 

19' 

5" 

2' 

7" 

SH 

58 

3 

5' 

4" 

8' 

6" 

12' 

8" 

18' 


2' 

3" 

9 K 


Note.—See page 306 


























311 


GROUP: 5' 3" TO 5' 6" 


£ § 

M 

c 

1 « 

.5 co 

O 

Stand 

Broad 

Jump 

Run 

Broad 

Jump 

Stand 

Hop 

Step 

Jump 

Run 

Hop 

Step 

Jump 

Run 

High 

Jump 

O ^ rt 

*-°£o 

i 

Seconds 

100 

17 

8' 

9" 

15' 

6" 

22' 

6" 

31' 

3" 

4' 

8" 

5 

97 

16 

8' 

8" 

15' 

1" 

22' 

4" 

30' 

6" 

4' 

7" 

5K 

94 

15 

8' 

7" 

14' 

9" 

22' 

2" 

29' 

11" 

4' 

6" 

5% 

91 

14 

8' 

6" 

14' 

5" 

21' 

9" 

29' 

4" 

4' 

5" 

5K 

88 

13 

8' 

5" 

14' 

1" 

21' 

4" 

28' 

9" 

4' 

4" 

5^ 

85 

12 

8' 

3" 

13' 

9" 

20' 

11" 

28' 

2" 

4' 

3" 

6 

82 

11 

8' 

1" 

13' 

5" 

20' 

6" 

27' 

7" 

4' 

2" 

6K 

79 

10 

7' 

10" 

13' 

1" 

20' 

1" 

27' 


4' 

1" 

6% 

76 

9 

7' 

7" 

12' 

7" 

19' 

8" 

26' 

5" 

4' 


6% 

73 

8 

7' 

4" 

12' 

3" 

19' 

3" 

25' 

10" 

3' 10" 

6^ 

70 

7 

7' 

11' 

11" 

18' 

10" 

25' 

3" 

3' 

9" 

7 

67 

6 

6' 

8" 

11' 

1" 

18' 


23' 

9" 

3' 

7" 

7% 

64 

5 

6' 

4" 

10' 

3" 

17' 

4" 

22' 

6" 

3' 

5" 

7^ 

61 

4 

6' 


9' 

5" 

16' 

8" 

21' 

3" 

o f 
O 

3" 

8 

58 

3 

5' 

8" 

8' 

7" 

16' 


20' 


3' 


8% 


Note.—See page 306 


































312 


GROUP: 5' 6" TO 5' 9" 


Per 

Cent 

C 

1 « 

.5 £23 

u 

Stand 

Broad 

Jump 

Run 

Broad 

Jump 

Stand 

Hop 

Step 

Jump 

Run 

Hop 

Step 

Jump 

Run 

High 

Jump 

50 

Yard 

Dash 

Seconds 

100 

18 

8' 

10" 

15' 

8" 

23' 

3" 

32' 

1" 

4' 

10" 

5 

97 

17 

8' 

9" 

15' 

5" 

22' 

10" 

31' 

7" 

4' 

9" 

5K 

94 

16 

8' 

8" 

15' 

3" 

22' 

6" 

31' 


4' 

8" 

5% 

91 

15 

8' 

7" 

14' 

11" 

22' 

2" 

30' 

5" 

4' 

7" 

5% 

88 

14 

8' 

6" 

14' 

6" 

21' 

10" 

29' 

10" 

4' 

6" 

5H 

85 

13 

8' 

5" 

14' 

1" 

21' 

6" 

29' 

3" 

4' 

5" 

6 

82 

12 

8' 

3" 

13' 

8" 

21' 

2" 

28' 

8" 

4' 

4" 

6K 

79 

11 

8' 

1" 

13' 

3" 

20' 

10" 

28' 

1" 

4' 

3" 

6% 

76 

10 

7' 

9" 

12' 

10" 

20' 

6" 

27' 

6" 

4' 

2" 

6% 

73 

9 

7' 

5" 

12' 

5" 

20' 

2" 

26' 

11" 

4' 

1" 

6% 

70 

8 

7' 

1" 

12' 


19' 

10" 

26' 

4" 

4' 


7 

67 

7 

6' 

10" 

11' 

4" 

19' 

1" 

24' 

7" 

3' 

10" 

7 l A 

64 

6 

6' 

6" 

10' 

8" 

18' 

5" 

23' 

2" 

3' 

7" 

7H 

61 

5 

6' 

2" 

10' 


17' 

8" 

21' 

9" 

3' 

4" 

7 H 

58 

4 

5' 

10" 

9' 

4" 

17' 


20' 

4" 

3' 


7H 


Note.—See page 306 


























31 o 


GROUP: 5' 9" TO 6' 



Chinning 

Bar 











Per 

Cent 

Stand 

Broad 

Jump 

Run 

Broad 

Jump 

Stand 
Hop Step, 
Jump 

Run 

Hop Step 
Jump 

Run 

High 

Jump 

50 

Yard 

Dash 












Seconds 

100 

18 

9' 


16' 

8" 

24' 

3" 

34' 

6" 

5' 1" 

5 

97 

17 

8' 

ii" 

16' 

6" 

23' 

10" 

34' 


5' 

5 H 

94 

16 

8' 

10" 

16' 

4" 

23' 

6" 

33' 

5" 

4' 11" 

5 % 

91 

15 

8' 

9" 

16' 


23' 

2" 

32' 

10" 

4' 10" 

5 H 

88 

14 

8' 

8" 

15' 

8" 

22' 

10" 

32' 

3" 

4' 9" 

5 4 A 

85 

13 

8' 

7" 

15' 

4" 

22' 

6" 

31' 

8" 

4' 8" 

6 

82 

12 

8' 

6" 

15' 


22' 

2" 

31' 

1" 

4' 7" 

6 H 

79 

11 

8' 

5" 

14' 

8" 

21' 

10" 

30' 

6" 

4' 6" 

6% 

76 

10 

8' 

3" 

14' 

4" 

21' 

6" 

29' 

11" 

4' 5" 

6% 

73 

9 

8' 

13' 

10" 

21' 

2" 

29' 

4" 

• 

4' 4" 

6^ 

70 

8 

r 

10" 

13' 

6" 

20' 

10" 

28' 

9" 

4' 3" 

7 

67 

7 

r 

8" 

13' 

1" 

20' 

7" 

27' 

9" 

4' 1" 

7K 

64 

6 

r 

5" 

12' 

7" 

20' 

4" 

26' 

8" 

3' 10" 

7% 

61 

5 

r 

3" 

12' 

1" 

20' 

1" 

25' 

7" 

3' 8" 

7K 

58 

4 

T 

1" 

11' 

7" 

19' 

10" 

24' 

6" 

3' 6" 

7% 


Note.—See page 306 


































APPENDIX E 

Scoring Tables for Athletic Classification by Weight* 

For convenience the percentages in the first column are arranged in units of 
five. To find a more exact percentage compare the pupil’s record with the 
number, height or distance next below and above in the column for that 
event. Determine what proportion the pupil’s record is of the difference 
between those nearest standards. 


Score 

Value 


Class 60-80 lbs. 


1 

50 Yard Dash 

Standing Broad 
Jump 

Running Broad 
Jump 

Baseball Throw 

1.5 sec. =5 

% in. = 1 

1 in. = 1 

1 ft. = 1 

0 

10 sec. 

3' 

5" 

5' 

10" 

70' 

5 

9 % 

3' 

7%" 

6' 

3" 

75' 

10 

9% 

3' 

10" 

6' 

8" 

80' 

15 

9% 

4' 

W 

7' 

1" 

85' 

20 

9 % 

4' 

3" 

r 

6" 

90' 

25 

9 sec. 

4' 

5%" 

r 

11" 

95' 

30 

8% 

4' 

8" 

8' 

4" 

100' 

35 

8% 

4' 

10 %" 

8' 

9" 

105' 

40 

8% 

5' 

1" 

9' 

2" 

110' 

45 

8 % 

5' 

3%" 

9' 

7" 

115' 

50 

8 sec. 

5' 

6" 

10' 


120' 

55 

7% 

5' 

8%" 

10' 

5" 

125' 

60 

7% 

5' 

11" 

10' 

10" 

130' 

65 

7% 

6' 

1%' 

11' 

3" 

135' 

70 

7 % 

6' 

4" 

11' 

8" 

140' 

75 

7 sec. 

6' 

6%" 

12' 

1" 

145' 

80 

6% 

6' 

9" 

12' 

6" 

150' 

85 

6% 

6' 

1i%" 

12' 

11" 

155' 

90 

6 % 

7' 

2" 

13' 

4" 

160' 

95 

6 % 

r 

4%" 

13' 

9" 

165' 

100 

6 sec. 

r 

7" 

14' 

2" 

170' 




Class 81-' 

95 LBS. 


2 

Score 

Value 

75 Yard Dash 

Standing Broad 
Jump 

Running Broad 
Jump 

Baseball Throw 


1.5 sec. = 5 

% in. = 1 

1 in. = 1 

1 ft. = 1 

0 

13 sec. 

3' 

11" 

6' 

10" 

100' 

5 

12 % 

4' 

1%" 

7' 

3" 

105' 

10 

12 3^ 

4' 

4" 

7' 

8" 

110' 

15 

12% 

4 

6%" 

8' 

1" 

115' 

20 

12% 

4' 

9" 

8' 

6" 

120' 

25 

12 sec. 

4' 

11%" 

8' 

11" 

125' 

30 

11% 

5' 

2" 

9' 

4" 

130' 

35 

11% 

5' 

4 %" 

9' 

9" 

135' 

40 

11% 

5' 

7" 

10' 

2" 

. 140' 

45 

11% 

5' 

9%" 

10' 

7" 

145' 

50 

11 sec. 

6' 


11' 


150' 

55 

10 % 

6' 

2 %" 

11' 

5" 

155' 

60 

10 % 

6' 

5" 

11' 

10" 

160' 

65 

10 % 

6' 

7%" 

12' 

3" 

165' 

70 

10 % 

6' 

10" 

12' 

8" 

170' 

75 

10 sec. 

7' 

%" 

13' 

1" 

175' 

80 

9% 

7' 

3" 

13' 

6" 

180' 

85 

9% 

7' 

5%" 

13' 

11" 

185' 

90 

9% 

7' 

8" 

14' 

4" 

190' 

95 

9% 

7' 

10 %" 

14' 

9" 

195' 

100 

9 sec. 

8' 

1" 

15' 

2" 

200' 


* Arranged by Dr. John Brown, Jr., of the International Committee of the 
Y. M. C. A. 
























315 





Class 96-110 Lbs 



3 

Score 

100 Yard 

Stand. 

Broad 

Runni’g Brd. 

Runn’ 

K High 

B.B. 

Value 

Dash 

Jump 

Jump 

Jump 

Throw 


1.5 sec. = 5 

% in 

= 1 

1 in. = 

= 1 

% in. = 1 

1 ft. = 1 

0 

16 sec. 

4' 

5" 

7' 

10" 

2' 

8%" 

130' 

5 

15 H 

4' 

7%" 

8' 

3" 

2' 

9%" 

135' 

10 

15 % 

4' 

10" 

8' 

8" 

2' 

11" 

140' 

15 

15% 

5' 

%" 

9' 

1" 

3' 

%" 

145' 

20 

15% 

5' 

3" 

9' 

6" 

3' 

1 %" 

150' 

25 

15 sec. 

5' 

5%" 

9' 

11" 

3' 

2%" 

155' 

30 

14% 

5' 

8" 

10' 

4" 

3' 

4" 

160' 

35 

14% 

5' 

io%" 

10' 

9" 

3' 

5%" 

165' 

40 

14% 

6' 

1" 

11' 

2" 

3' 

6%" 

170' 

45 

14% 

6' 

3%" 

11' 

7" 

3' 

7%" 

175' 

50 

14 sec. 

6' 

6" 

12' 


3' 

9" 

180' 

55 

13% 

6' 

8%" 

12' 

5" 

3' 

10% " 

185' 

60 

13% 

6' 

11" 

12' 

10" 

3' 

11%" 

190' 

65 

13% 

7' 

1%" 

13' 

3" 

4' 

%" 

195' 

70 

13% 

7' 

4" 

13' 

8" 

4' 

2" 

200' 

75 

13 sec. 

r 

6%" 

14' 

1" 

4' 

3%" 

205' 

80 

12% 

r 

9" 

14' 

6" 

4' 

4%" 

210' 

85 

12% 

r 

11%" 

14' 

11" 

4' 

5%" 

215' 

90 

12% 

8' 

2" 

15' 

4" 

4' 

7" 

220' 

95 

12% 

8' 

4%" 

15' 

9" 

4' 

8%" 

225' 

100 

12 sec. 

8' 

7" 

16' 

2" 

4' 

9%" 

230' 





Class 111-125 Lbs. 


4 

Score 

100 Yd. 

Stand. Brd. 

Run. 

Brd. 

Run. 

High 

B’Ball 

Putting 8 

Value 

Dash 

Jump 

Jump 

Jump 

Throw 

Lb. Shot 


1.5 sec = 5 

% in. = 1 

1 in. = 1 

% in. = 1 

1 ft.= 1 

3 in. = 1 

0 

15 sec. 

4' 

11" 

8' 

10" 

2' 

11%" 

145' 

15' 6" 

5 

14% 

5' 

1%" 

9' 

3" 

3' 

%" 

150' 

16' 9" 

10 

14% 

5' 

4" 

9' 

8" 

3' 

2" 

155' 

18' 

15 

14% 

5' 

6%" 

10' 

1" 

3' 

3 %" 

160' 

19' 3" 

20 

14% 

5' 

9" 

10' 

6" 

3' 

4%" 

165' 

20' 6" 

25 

14 sec. 

5' 

11%" 

10' 

11" 

3' 

5%" 

170' 

21' 9" 

30 

13% 

6' 

2" 

11' 

4" 

3' 

7" 

175' 

23' 

35 

13% 

6' 

4%" 

11' 

9" 

3' 

8%" 

180' 

24' 3" 

40 

13% 

6' 

7" 

12' 

2" 

3' 

9%" 

185' 

25' 6" 

45 

13% 

6' 

9%" 

12' 

7" 

3' 

10% " 

190' 

26' 9" 

50 

13 sec. 

7' 


13' 


4' 


195' 

28' 

55 

12% 

7' 

2%" 

13' 

5" 

4' 

1%" 

200' 

29' 3" 

60 

12% 

7' 

5" 

13' 

10" 

4' 

2%" 

205' 

30' 6" 

65 

12% 

7' 

7%". 

14' 

3" 

4' 

3%" 

210' 

31' 9" 

70 

12% 

7' 

10" 

14' 

8" 

4' 

5" 

215' 

33' 

75 

12 sec. 

8' 

%" 

15' 

1" 

4' 

6%" 

220' 

34' 3" 

80 

11% 

8' 

3" 

15' 

6" 

4' 

7%" 

225' 

35' 6" 

85 

11% 

8' 

5%" 

15' 

11" 

4' 

8%" 

230' 

36' 9" 

90 

11% 

8' 

8" 

16' 

4" 

4' 

10" 

235' 

38' 

95 

11% 

8' 

10% " 

16' 

9" 

4' 

11%" 

240' 

39' 3" 

100 

11 sec. 

9' 

1" 

17' 

2" 

5' 

%" 

245' 

40' 6" 





























316 




Class 125 Lbs. 

and Over. 

Unlimited. 

5 

Score 

100 yd. 

220 Yard 

Run. 

Brd. 

Run. 

High 

B’Ball 

Putting 8 

Value 

Dash 

Dash 

Jump 

Jump 

Throw 

Lb. Shot 


1.5 sec =5 

1.5 sec. =5 

1 in. = 1 

% in. =1 

1 ft. = 1 

3 in. = 1 

0 

14 sec. 

30 sec. 

9' 

10" 

3' 

3%" 

160' 

22' 6" 

5 

13** 

29% 

10' 

3" 

3' 

4%" 

165' 

23' 9" 

10 

13% 

29% 

10' 

8" 

3' 

6" 

170' 

25' 

15 

13% 

29% 

ir 

1" 

3' 

7 %" 

175' 

26' 3" 

20 

13% 

29% 

11' 

6" 

3' 

8 %" 

180' 

27' 6" 

25 

13 sec. 

29 sec. 

11' 

11" 

3' 

9%" 

185' 

28' 9" 

30 

12% 

28% 

12' 

4" 

3' 

11" 

190' 

30' 

35 

12% 

28% 

12' 

9" 

4' 

1 %" 

195' 

31' 3" 

40 

12% 

28% 

13' 

2" 

4' 

1%" 

200' 

32' 6" 

45 

12% 

28% 

13' 

7" 

4' 

2%" 

205' 

33' 9" 

50 

12 sec. 

28 sec. 

14' 


4' 

4" 

210' 

35' 

55 

11% 

27% 

14' 

5" 

4' 

5%" 

215' 

36' 3" 

60 

11% 

27% 

14' 

10" 

4' 

6%" 

220' 

37' 6" 

65 

11% 

27% 

15' 

3" 

4' 

7%" 

225' 

38' 9" 

70 

11% 

27% 

15' 

8" 

4' 

9" 

230' 

40' 

75 

11 sec. 

27 sec. 

16' 

1" 

4' 

10% " 

235' 

41' 3" 

80 

10% 

26% 

16' 

6" 

4' 

11%" 

240' 

42' 6" 

85 

10% 

26% 

16' 

11" 

5' 

%" 

245' 

43' 9" 

90 

10% 

26% 

17' 

4" 

5' 

2" 

250' 

45' 

95 

10% 

26% 

17' 

9" 

5' 

3%" 

255' 

46' 3" 

100 

10 sec. 

26 sec. 

18' 

2" 

5' 

4%" 

260' 

47' 6" 














APPENDIX F 


Grade Classification and Scoring Tables for Girls Athletics * 

For Organization, see p. 79. 

Events for Grades VII and VIII. For complete description of events see 
Appendix A, p. 284. 

1. All-up Indian club race. The distance from the starting line to 
the center of the circles is 30 feet. 

2. Potato race. On a direct line draw four circles, each 12 inches in 
diameter and 5 yards apart from center to center. Five yards back of 
the center of the first circle and at right angles to the direct line, draw a 
line to be used as a starting line. This is also the finish line. 

3. Basket ball distance throw. Throw from a circle six feet in diameter. 

4. Running and catching basket ball. At a distance of 30 feet from 
the starting line and parallel to it, stretch a cord 10 feet from the ground. 

5. Basket ball goal throwing. The regular basket ball goal may be 
used or a ring 18 inches in diameter (inside). It should be placed 10 
feet above the ground and the inside rim should extend 6 inches from the 
surface to which it is attached. From a point directly under the center 
of the goal draw a semicircle with a radius of 15 feet, for a throwing 
line. Five trials are allowed. 

6. Volley ball serving. A volley ball net or piece of cord shall be 
stretched at a center height 8 feet across the playing space. Twenty- 
four feet distant a line shall be drawn on the floor or ground parallel to 
the net. Five trials are allowed. 

7. Balancing. A standard balance beam, 12 feet long and 2 inches wide, 
may be used, or a 2 by 4-inch plank, set on the 2-inch side. The length 
shall be 12 feet. Two trials are allowed. 

Events for Grades IV, V, and VI. For complete description of events 
see Appendix A, p. 284. 

1. All-up Indian club race. Reduce distance to 20 feet. 

2. Potato race. Reduce distance to 3 yards between circles. 

3. Basket ball distance throw. Use volley ball. 

4. Running and catching. Use volley ball. 

5. Basket ball goal throwing. Use volley ball and reduce distance to 
10 feet. 

6. Volley ball serving. Reduce distance to 15 feet and lower net to 0 
feet in height. 

7. Balancing. Same as for Grades VII and VIII. 


*Taken from the New York State Syllabus for Physical Training. 



TABLE FOR GRADES IV, V AND VI 


Per 

Cent 

All-up 
Indian Club 
Race 

Potato 

Race 

Basket ball 

Throw 

for 

Distance 

Running 

and 

Catching 

Basket ball 

1 Basket ball 

Goal 

I Throwing 

Volley ball 

Serve 

Balancing 

100 

20s 

32s 

61' 

15s 

4 

4 


95 

21s 

33s 






90 

22s 

34s 

56' 

16s 




85 

23s 

35s 






80 

24s 

36s 

51' 

17s 




75 

25s 

37s 



3 

3 


70 

26s 

38s 

46' 

18s 




65 

27s 

39s 






60 

28s 

40s 

41' 

19s 




55 

29s 

41s 






50 

30s 

42s 

36' 

20s 

2 

2 

24' 

45 

31s 

43s 






40 

32s 

44s 

31' 

21s 




35 

33s 

45s 






30 

34s 

46s 

26' 

22s 




25 

35s 

47s 



1 

1 


20 

36s 

48s 

21' 

23s 




15 

37s 

49s 






10 

38s 

50s 

16' 

24s 




5 

39s 

51s 






0 

40s 

52s 

11' 

25s 

0 

0 



HONOR STANDARD IS 50 POINTS 


Events 

1. All-up Indian club race 

2. Potato race 

3. Basket ball distance throw 

4. Running and catching race 

5. Basket ball goal throwing 

6. Volley ball serving 

7. Balancing 


Points Scored 

5 points for every 1 sec. better than minimum 
5 points for every 1 sec. better than minimum 
10 points for every 5 feet better than minimum 
10 points for every 1 sec. better than minimum 
25 points for each goal above minimum 
25 points for each good serve above minimum 
50 points for succeeding in test 



















































TABLE FOR GRADES VII AND VIII 


Per 

Cent 

All-up 
Indian Club 
Race 

Potato 

Race 

Basket ball 

Throw 

for 

Distance 

Running 

and 

Catching 

Basket ball 

Basket ball 

Goal 

Throwing 

Volley ball 

Serve 

Balancing 

100 

20s 

32s 

63' 

15s 

4 

5 


95 

21s 

33s 






90 

22s 

34s 

1 

Ox I 
00 

16s 




85 

23s 

35s 






80 

24s 

36s 

53' 

17s 




75 

25s 

37s 



3 

4 


70 

26s 

38s 

48' 

18s 




65 

27s 

39s 






60 

V) 

00 

<N 

40s 

43' 

19s 


* 


55 

29s 

41s 






50 

30s 

42s 

38' 

20s 

2 

3 

24' 

45 

31s 

43s 






40 

32s 

44s 

33' 

21s 




35 

33s 

45s 






30 

34s 

46s 

28' 

22s 




25 

35s 

47s 



1 

2 


20 

36s 

48s 

23' 

23s 




15 

37s 

49s 






10 

38s 

50s 

18' * 

24s 




5 

39s 

51s 






0 

40s 

52s 

13' 

25s 

0 

1 



HONOR STANDARD IS 50 POINTS 
Events Points Scored 

1. All-up Indian club race 5 points for every 1 sec. better than minimum 

2. Potato race 5 points for every 1 sec. better than minimum 

3. Basket ball distance throw 10 points for every 5 feet better than minimum 

4. Running and catching race 10 points for every 1 sec. better than minimum 

5 ! Basket ball goal throwing 25 points for each goal above minimum 

6. Volley ball serving 25 points for each good serve above minimum 

7 Balancing 50 points for succeeding in test 





























































320 


APPENDIX G 
The Group Contest Plan 

Organization 

1. The plan should be carefully explained to the pupils. 

2. By vote of the pupils two Leaders or Captains are elected. The 
teacher should carefully instruct the pupils to consider the qualities 
necessary to make a good captain. Sketch an outline of his duties and 
responsibilities. If it is deemed advisable the captains may be appointed 
by the principal, teacher or their authorized representative. 

Provided, If it is known that after a. division of the pupils the group 
will consist of more than one hundred, three or more captains should be 
elected or chosen. 

Provided, If girls and boys are to be members of the same major groups, 
girl captains should be similarly elected or appointed. 

Provided, If the group plan is to include an entire school or several 
grades collectively, the boy and girl captain of each group shall be 
elected or appointed from the highest grade; and in addition, lieutenants 
or sub-captains from each grade who shall be subordinate and answer- 
able to the major-captain. 

3. The next step is to divide the school, class, or grade into two 
or more groups. It has been observed that large groups including all 
boys and girls from the earliest competitive age (the fourth grade) to the 
highest elementary grade will arouse more interest and team enthusiasm 
and operate more smoothly than to have a separate group contest for each 
grade. The exception is when in a large elementary school the grades 
each number more than one hundred pupils. Even then with interested 
teachers, trained to manage games, each grade can be operated as a 
separate unit contributing its winning points to the major group. 

In the selection of group members there is no fairer way to insure 
equality of competition than to have the captains choose in rotation. 

In large schools the duty of choosing should be assigned to the sub¬ 
captains in each grade. The order of choosing may be decided by a toss 
of a coin or drawing numbers from a hat. 

It is better to have the group selection follow soon after the election 
of captains to prevent the formation of cliques who seek to be chosen by 
their favorite captain. But after the groups are chosen it is then advis¬ 
able to wait two or three weeks before the subdivision of the groups 
into teams and during the interval have supervised play for all that the 
captains, sub-captains and teacher advisers may have an opportunity to 
judge the ability of the pupils and place them accordingly. 

4. Each group is then divided into teams in the various sports. As 
many teams as possible should be organized that all may have the chance 
to play. For example if there are twenty-five eighth grade boys, there 
should be two baseball teams; four basket ball teams; two dodge ball 
teams, etc. The teams to be chosen according to ability in-so-far as 
possible and designated as first team baseball, second team, third team, etc. 

Each group should have a faculty adviser to assist the captain in the 
fair selection of players for the teams and to guide the management of 
group affairs. 

A sufficient number of substitutes should be allowed as a provision to 
fill in the gaps made by absences. 

5. Each major group should elect or be given a name. Those names 
should be distinctive and furnish a hint of rivalry, as, Reds vs. Blues; 
Iroquois vs. Mohawks, etc. Comedy or novelty names should be dis¬ 
couraged for although catchy at first they soon lose their attractiveness 
and serve to destroy team loyalty. 


321 


6. The schedule may be selected from the list of graded athletic events 
and games, page 82. Folk dances, marching and gymnastic drills, and 
other competitions capable of being judged may be included in a group 
contest, the points-to be awarded as for a team game. 

7. The scoring system should be as simple as possible to be easily under¬ 
stood by the youngest member. 

Scoring 

1. Team games. The best plan is to award points for every victory 
scored by any team from the group. Five points for a win in any game 
whether it be a first team or a third team, a team from the 8th grade 
or the 5th grade, boys or girls. 

Certain games, for example, dodge ball, must be played against time. 

In this game Group A forms the outside ring and takes the offensive, 

Group B is in the center and on the defensive. On the word “ Go ” the 

game starts and the time is taken when all of Group B have been 

eliminated from the circle. The teams then exchange places and time is 
again recorded. The winner is the team remaining longer in the ring 
and is awarded five points for the major group score. 

2. Athletic events. The scoring is based on the mass athletic plan, 
p. 76, and each event counted as a team game. If the groups are 
small they may compete as a whole,. that is, all the members from the 
4th or 5th to the 8th grades inclusive take part in one event. The boys 
and girls may or may not be separated, depending upon the event. The 
difference in age, grade and size does not matter in mass athletics. If 
the groups are large, they shall be further subdivided into groups 
according to some standard, as weight or height. The corresponding 
divisions of the major-groups may then compete on an equal basis. By 
this method they are the same as teams. See pages 16, 76, 80. 

Administration 

1. A committee or a responsible person should be appointed by the 
principal from the faculty to constitute a Board of Control. 

2. The conduct of a group contest should always be in the hands of the 
teachers and never trusted to outside individuals or organizations. 

3. The rules of a game should be an absolute guide and all disputes 
should be submitted to the faculty Board of Control or authorized 
director. 

4. The schedule should be followed as closely as possible. 

5. The score should be posted promptly and in a prominent place 
where all pupils may follow the progress of their group. 

6. The selection of a group trophy or of individual awards should be 
given the most careful consideration. The winning and manner of win¬ 
ning should be emphasized rather than the value of the prize. Often some¬ 
thing simple, such as a shield or banner properly inscribed and placed 
where all may receive inspiration to effort gives the greatest incentive. 

7. A large elementary school may organize a group contest within 
each grade, each a distinct organization with no scoring or government 
relation with other grades. 

8. The boys and girls may be separated and two distinct organiza¬ 
tions carried on throughout the year. This is not advised. 

9. In the smaller elementary schools the grades within each group 
may be combined when the numbers from one grade alone are not sufficient 
to fill out all the positions on a team. For example, 4 and 5; 6, 7 and 8 ; 
or 4, 5, and 6; 7 and 8. 

10. The rural schools present the problem of small classes. See p. 13. 
A division of the schools into the two minor groups may make it im¬ 
possible to have a complete team even when all grades are combined. 
This problem may be met in two ways: 


322 


a. The contests may be selected from the track and field events 
and from competitive games requiring few players. 

b. Or a group of small schools in a district may organize to pro¬ 
mote interscholastic group contests. This should be something more com¬ 
plete than the usual type of interscholastic athletic league where only 
the representative teams of each school meet in the major sports of 
baseball, basket ball and track. At least 80% of the attendance 
at each school must compete. The pupils may be divided roughly into 
older boys, older girls, younger boys, younger girls, each class to meet 
the corresponding division in the neighboring school or schools. 

If the distance is not too great, two or more schools may meet for a 
game contest day, two or more times during a term. If such a meet¬ 
ing is not practicable each school may conduct a series of events through¬ 
out the year or term and t"he results forwarded to all other schools in the 
organization by mail or telephone. The winning school may be awarded 
a trophy selected prior to the start of the contest. The schedule of such 
a plan can only have those events measured by time, height or distance. 

11. It is a good rule that when a team is once selected its line-up 
should remain unchanged for the remainder of the schedule except that 
when a vacancy exists it should be filled by a player from the team next 
below in rating but never by one from a team of higher rating. For 
example, if there are three baseball teams, a player who has played one 
game on the first team is a permanent member of that team; he cannot 
be demoted to a second team. A player may be promoted but he then 
becomes a member of the higher team and cannot go back to his original 
team. 

12. Considerable enthusiasm and group spirit may be aroused by the 
election of cheer leaders. The group members should be encouraged to 
compose group songs and cheers. The teacher should recognize these 
opportunities and make use of them in developing a school morale. 

Suggestions 

1. Principals and teachers should study the scheme carefully. Learn the 
rules and have the problem so well in hand that your interest will be 
transmitted to the pupils by contagion. A ready answer for innumerable 
questions will establish their confidence in you as a leader and insure the 
success of the contest from the first. 

2. Study all the possibilities and adjust the plan to meet local condi¬ 
tions. 

3. Make the basic organization a serious procedure and conduct the 
elections and selections with all the dignity of a civil primary. 

4. Stress fair play. Take advantage of the opportunity to establish 
habits of law recognition and obedience. 

5. The captains elected by the classes will in most cases be natural 
leaders. Meet often with them to discuss the league government and to 
settle any disputes arising over decisions. Avoid being dictatorial. With 
diplomacy your guiding influence can be felt throughout the organiza¬ 
tion but it will appear to have come from the leaders. 

References 

]. For rules of track and field events see Appendix A, p. 284. 

2. For rules of team games see Appendix B, p. 294. 

3. A few games and relay races suitable for team competition are 
described in the grade chapters. 

4. For list of girl’s events and games see p. 83. 


\ 


323 


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324 


NORTH SCHOOL GROUP CONTEST 


WINTER 

Term 

Schedule 

Reds 

IscORE 

Blues 

Events and Teams 

IV 

V 

Grades 

VI 

VII 

VIII 

Score from 

Last Term 

Basket Ball 

1st 




Oct 1 

Oct 1 





5 





5 

Boys 

2nd 




Oct 3 

Oct 3 




5 

10 







3rd 




Oct 5 

Oct 5 









5 

10 


1st 




Oct 7 

Oct 7 





5 





5 

Girls 

2nd 




Oct 9 

Oct 9 












3rd 




Oct 12 

Oct 12 






• 





Running ’ 

Broad 

Jump ( 

3oys 




Nov 15 

Nov 15 











air Is 




Nov 1 

Nov 1 











Dodge Ball 

1st 

Oct 2 

Oct 

2 

Oct 8 

Dec 7 

Dec 7 

5 

5 

5 

5 

25 






Boys 

2nd 

Oct 2 

Oct 

2 

Oct 8 

Dec 7 

Dec 7 



5 

5 

15 

5 

5 



10 


3rd 

Oct 2 

Oct 

2 

Oct 8 

Dec 7 

Dec 7 












1st 



Oct 15 

Oct 15 

Oct 15 











Girls 

2nd 



Oct 20 

Oct 20 

Oct 20 












3rd 



Nov 5 

Nov 5 

Nov 5 











Pass Ball Boys 

Relay 

Girls 

Oct 6 

Oct 

6 

Oct 6 

Oct 12 

Oct 12 











Oct 9 

Oct 

9 

Oct 6 

Oct 12 

Oct 12 






5 

5 

5 

5 

25 

Chin. Bar Boys 


Oct 10 

Oct 25 

Oct 28 

Oct 28 











8 lb. Shot Put Boys 





Nov 20 











20 yd. Dash 

Girls 

Oct 12 

Oct 

12 

Oct 25 

Oct 25 

Oct 25 











Stand. ] 

Broad 

Jump ( 

3oys 
















airls 
















Captain 

Ball Girls 

1st 
















2nd 

















,3rd 
















40 yd Dash Boys 
















All-up Relay 

Girls 
















Run. Boys 

High 

Jump Girls 































Shuttle Boys 

Relay 

Girls 































etc. 



etc. 



















































































































To 

tal 

, 



To 

tal 























































































































325 


APPENDIX H 
Athletic Coaching 

1. Keeping in condition. Specializing in athletics to the extent of 
training for events and games should not be encouraged in the elementary 
school; nevertheless, it is the age for teaching' health laws and forming 
habits and no better opportunity is offered than through athletics. All 
boys want to be athletes and are easily impressed with the importance of 
clean living. Outline a few simple rules for the boys and use them as a 
basis for health talks. 

a. Training rules 

(1) Do not smoke. Many a promising athlete is a failure because 
of tobacco, though every other natural quality has been present and 
reinforced by good training and developing exercises. A boy cannot do 
himself justice, either in classroom or in athletics, when his brain is 
beclouded with nicotine. 

(2) Eat plenty of good, healthy food. Milk, vegetables, fruit and 
home cooked meats are body builders. 

(3) Get plenty of sleep. Sleep is necessary for physical develop¬ 
ment and normal growth. 

(4) Play fair, run straight, and avoid all underhand and un- 
gentlemanly conduct when competing in athletics or training for a con¬ 
test. Be a good loser and a generous winner. 

b. The Health Greed issued by the Massachusetts Board of Health 
brings to the zeal of the older boys and girls for their physical well¬ 
being spiritual meaning and community interest. 

MY BODY IS THE TEMPLE OF MY SOUL 

Therefore: 

I will keep my body clean within and without; 

I will breathe pure air, and I will live in the sunlight; 

I will do no act that might endanger the health of others; 

I will try to learn and practice the rules of healthy living; 

I will work and rest and play at the right time and in the right way 
so that my mind will be strong and my body healthy, and so that 
I shall lead a useful life and be an honor to my parents, to my 
friends, and to my country. 

2. Athletic practice 

a. The crouch start 

“ On your marks.” The left foot is placed from four to six inches 
back of the starting line; the right foot backward and slightly to the 
right and the right knee resting on the ground opposite the instep of the 
left foot; thumb and fingers on the starting line. The head is up and 
eyes looking straight ahead. 



Figure 32. 







326 


“ Get Set.” The runner raises his hips, straightens his arms, and leans 
forward as far as possible without losing his balance. The back should 
be flat and parallel to the ground, the head raised to prevent stumbling. 
The weight is distributed evenly on the balls of both feet (not heels), 
and slightly on the fingers, never allowing the weight to drop down on 
the knuckles. Take a deep breath; this sets the muscles of the trunk and 
assists in giving fixed points for the legs and arms to pull on. When set 
all attention should be given to the spring and not to the pistol or com¬ 
mand. When the pistol sounds he should shoot ahead with all the force 
of both legs in a slanting line, coming to a correct position after about 
four strides. If he keeps low too long, he w T ill stumble; if he straightens 
too quickly he will lose his speed. 

Holes may be dug parallel to the starting line where the right and 
left foot are placed for the start. 



Figure 33. 


While practicing the start the teacher may clap hands or strike two 
pieces of wood together, or merely command “ Go ” sharply and quickly. 

b. Running The arms should be swung vigorously at the sides, and 
finishing slightly across the body. The body should incline slightly for¬ 
ward, the head up, chin forward. The legs should travel in a straight 
line. The knees should be brought high in front, toe pointing straight 
ahead, the weight coming down on the balls of the feet. The tendency 
of the beginner is to toe out, thus losing in the length of his strides, also 
in power, as it is impossible to get the full use of the arch of the instep. 
Another fault is in flexing the knee joint of the forward leg too quickly, 
thus shortening the stride. The heels should not be carried high in the 
rear. The instant the rear foot is off the ground, it should be brought 
forward. Raising the leg in the rear is a waste of time and energy. Hit 
the ground hard as quickly as possible. A good stride is necessary for fast 
time, but one should never force his stride — Run Naturally. The stride 
will lengthen if good form is kept in practice. 

Always look straight ahead. To look sideward or backward will cause 
one to lose speed and direction, and many a time the race. Always run 
the race out; never ease up until well past the finish. A good rule to 
follow is to run as though you had ten yards more to go. Many a good 
runner has been beaten at the tape for easing up. After a sprint, slow 
up gradually; sudden stopping is as bad for the muscles as sudden 
starting. Always warm up by jogging before attempting to sprint. The 
sprinter is more liable to muscle strain and ruptures than any other 
athlete. Many a fine runner has been forced out of competition for weeks 
and months by disregarding this simple rule. 








327 


c. Standing broad jump In preparing to jump, stand on your toes 
with arms above head — bring the arms forward, downward, bending the 
knees and inclining the body forward. Spring from both feet, jump high 
as well as far, drawing the knees well up. Swing the arms forward and 
upward as you jump and “ sweep ” them downward and backward to get 
greater momentum. Figures 34 and 35. 



Figure 34. 

d. Running broad jump In this event the jumper should run as fast 
as possible, strike the take-off board with the ball of his foot, jump high 
into the air, draw his feet up under his body as far as possible, and when 
alighting always fall forward. 

To attain the maximum speed, the distance from the starting place to 
the “ take-off ” must be measured very carefully. Each jumper must 
pace off his own distance; this is necessary, so that he may leave the 
“ take-off ” with the proper foot without slackening his speed. 

e. Standing high jump Stand with right or left side to the bar, 
lean slightly toward it and leap as in the running jump, throwing the 
arms upward and backward with tremendous force. 

A competitor may rock forward and back, lifting the heels and toes 
alternately from the ground, but may not lift either foot clear from 
the ground, or slide it in any direction. 

f. Running high jump There is no limit to the run a competitor 
may take before attempting a jump, and he may run to the bar in any 
direction. But the best form is to approach the stick straight to the 
front slowly, taking off the left foot, swinging the right up hard and 
across the body a little, using a strong upward arm heave, the body turn¬ 
ing to the left and the left foot drawn up sharply almost touching the 
other thigh. As the body is passing over the stick, the left arm, which 
is hanging down, should be forced backward and up which raises the 
left foot off the stick, the jumper landing on all fours facing the stick. 
Little speed in the approach should be used except in the last two steps, 
which should be quick and hard. Measure the take-off by standing in front 
of the bar, swinging up the other foot so that it just clears, then turn 
and step off about 18 or 20 steps, make a mark, and if the strides are 
even, the take-off will always come to the right place on the ground 
in front of the stick. If it does not, move the back mark one way or the 
other until it does. 


Note : The greater part of the above material was taken from the Virginia 
State Syllabus on Physical Training. 











328 


APPENDIX I 


Stunts and Contests 


Through the Loop. Hold a cord or string, nine inches long, in front 
of you with hands in over grasp position — palms down. With the left 
hand carry the string over the right hand outside of the right elbow, 
and in back of the right shoulder. Bring the left hand over the head 
and carry the string down behind the body, finally stepping through and 
bringing the string out in front as in the beginning. 

Knee Dip. Stand on the right foot, reach behind you and grasp the 
left foot with the right hand. Go down and touch the left knee to the 
floor and rise again. Do the stunt on each foot. 

Foot Throwf. Put a basket ball between your feet in such a manner 
that it is held between your ankles and the inner side of the feet; then 
kick up backward with both your feet and in this manner try to jerk 
the ball over your head, catching it when it comes down; 

Chair Creeper. Sit on a chair so that its back is at your right 
shoulder. Grasping the top of back, lie on your right side, and keeping 
your legs on the seat, crawl around the back of the chair head first, 
until you can pick up with your teeth some object such as a tongue 
depressor, from the edge of the seat at the farther corner. 

Crane Dive. Fold a piece of paper a foot long and stand it upright 
on the floor. Hold one foot with the opposite hand, reaching across 
behind the back. Bend down and pick up the paper with the teeth 
without losing the balance or touching the floor with any part of the 
body except the one supporting foot. 

Jump Foot*. Place one foot against a flat wall or other stationary 
object about a foot from the floor, and jump over it with the other foot 
without moving the first one from the wall. Try jumping back over 
it as well as forward. Try placing the foot high on the wall and jumping 
over. Take a run at it. To succeed you must not place any weight 
on the foot which is against the wall. 

Frog Dance*. Squat on one heel with the other foot extended straight 
sidewise. Draw the extended foot under the body and shoot the other 
out to the opposite side. Change back and forth rapidly, keeping the upper 
part of the body as upright as possible. This and the Bear Dance are 
parts of the Russian dance. 


Heel Knock*. Spring upward with both feet, knock heels together 
twice, and separate them before landing. 

Bear Dance*. Squat on one heel, with the other foot extended forward. 
Quickly draw the extended foot under the body and shoot the other foot 
out, arms extended for balance. Shift back and forth rapidly. 

Jumping Jack*. Drop to a full squat, with knees bent and spread, 
arms crossed in front of the body, upper part of the body erect, and weight 
resting on toes. From this position spring immediately to a standing 
position, with the knees straight, weight resting on heels, toes pointing 
up, feet about eighteen inches apart, hands extended sidewise. Repeat 
the squatting and rising motion several times rapidly, without losing 
the balance. 


Cart Wheel*. Stand erect with left hand at the side, fingers spread 
palm down, and right hand raised over the head. Incline the body directly 
to the left sid e, throw the right foot in the air, the left hand strikin'^ 


and Brown. Used by permission of 


* Prom “ Health by Stunts,” by Pearl 
The Macmillan Company, publishers. 

tt t F rom “ Indoor and Outdoor Gymnastic Games,” Spalding’s Athletic Librarv 
Used by permission of the American Sports Publishing Company. y ’ 



329 


the ground. Follow immediately by the right hand and then by the 
right foot, the left foot striking last. When done correctly, the body 
has the appearance of a wheel; the arms and legs are the spokes. The 
more rigid the body is kept, the better is the appearance of the stunt; 
feet must travel straight up in the air over the head. 

The Long Reach. Mark a line on the floor or ground. Toe this mark 
and with a piece of chalk or stick mark the floor or ground as far as 
possible from the line rising again to the position without having moved 
the toes from the mark. In returning to position the hand which has 
supported the body in stooping to make the mark must not be drawn 
along the ground or placed a second time to the ground. 

Bend the Grab. Learn this from lying position on the back. Place 
the hands on the floor behind the shoulders and raise the knees placing 
the feet wide apart and as near the hands as possible, then with a 
pushing motion of hands and feet lift the body from floor. 

Heel and Toe Spring. A line is drawn on the floor. The player 
places his heels against this line, bends down, grasps the toes with the 
fingers, the fingers pointing backwards toward the heels. He then leans 
forward slightly to get an impetus and jumps backward over the line. 

This feat may be reversed. Standing in the same position, the player 
toes a line and jumps over it forward. 

Take a Chair from Under. Arrange three chairs in a line and place 
the heels on one and the head on the other, the middle one being under 
the back. Now, sustaining the weight of the body by the heels and 
the head, take the middle chair from under you with your hands with¬ 
out falling. 

Balancing Exercise. Place a light book on the crown of the head; 
place the hands on the hips; place the heels together with the feet at 
an angle of 90 degrees; rise on the toes; from this position bend the 
knees until the body touches the heels; return to standing position. The 
knees should be turned outward over the toes and the trunk should be 
erect throughout. Continue specified number of times or until book falls. 

The Palm Springf* Performed by standing at a little distance from 
a wall with your face toward it and leaning forward until you are able 
to place the palm of your hand quite flat on the wall; you must then 
take a spring from the hand and recover your upright position without 
moving either of your feet. It is better to practice it first with the feet 
at a little distance only from the wall, increasing the space as you gradually 
attain greater proficiency in the exercise. 

Prostrate and Perpendicular.f Cross your arms on your body, lie 
down on your back and then get up again without using either your 
elbows or hands in doing so. 

Knuckle Dow.n.f Consists in placing the toes against a line chalked 
on the floor, kneeling down and getting up again without using the hands 
or moving the feet from the line. 

The Tantalus Tricks. f Have a player stand with his back close to the 
wall, then place a piece of money on the floor at a little distance in 
front of him and tell him he shall have it if he can pick it up without 
moving his heels from the wall. It will be found impossible, as, in 
bending, a part of the. body must necessarily go back beyond the heels. 

Place the left foot and leg and the left cheek close against a wall; 
then lift the right foot slowly and endeavor to touch the left knee 
with it and stand steadily in that position. 


f Prom “ Indoor and Outdoor Gymnastic Games,” Spalding’s Athletic Library. 
Used by permission of the American Sports Publishing Company. 



330 


Single Squat. Stand on one foot with the other stretched out in front. 
Sit down on your heel without losing your balance or touching the 
ground in any way except with the foot you started on. Use your arms 
for balance and come back to a standing position, but still on one foot. 

Forward Fall. From a kneeling position reach back with both hands, 
grasping the ankles. Keep back well arched and head back, stomach 
rounded to make a curved surface to fall on. From this position fall 
forward. When done correctly you will roll easily from your knees to 
your thighs to your stomach to your chest and rock back again. 

Kangaroo Jump. Hold both hands in front horizontal position, jump 
up and touch both feet at same time to your hands, without lowering 
your hands. 

Chair Vault. One hand on seat of the chair and the other on back, 
go through and come back without touching your feet. 

Fish Hawk Dive. The Fish Hawk Dive is similar to the Crane Dive 
except that the foot is not held, but stretched out behind. A quick 
dip is made and the paper is picked up with the teeth. 

Front Somersault. Stand squarely on both feet; then squat down and 
fall forward, striking on the hands, and bending the head as far forward 
as possible. Turn completely over, keeping the back bent forward and 
the knees and feet pulled close to the body. This gives the whole body 
something the form of a wheel and insures your going completely over 
and back to a standing position. 

Full Squat. Clasp the left wrist with the right hand behind the body. 
Point the fingers straight down. Bend the knees deeply until you can 
touch the floor. Keep the head erect and the back flat. 

Jump Stick. Hold a small stick lightly by the tips of your fingers. 
Jump over the stick without letting go of it. Draw your knees well up 
as you jump. 

Stiff Leg Bend. Stand with both heels together and the arms per¬ 
pendicular. Bend body forward downward, sweeping the arms downward, 
and touch the floor with the finger tips. Keep the knees stiff. 

Stiff (Wooden Man). One girl lies down on her back on the mat, 
stretching out absolutely stiff, with arms down to the sides. The second 
girl lifts her up, putting her hands under the back of her head. The 
girl who is being lifted must remain stiff until she has been stood erect. 

Double Stunts 

Siamese Twins. Two players (two boys or two girls), of about the 
same height and weight, stand back to back and lock arms. The ob¬ 
ject is to walk in one direction, using first the legs of one player and then 
those of the other. This may be done by one player moving his feet 
forward slightly. This is accomplished by both bending the knees, and the 
player on the side toward which progress is to be made sliding his feet 
forward. Bracing his feet in the new position, he straightens his entire 
body upright, drawing the rear player after him until both are in 
the same relative position as at the start. This constitutes one step, 
and is repeated over as long a distance as may be specified or desired. 

Chinese Get-up. Two persons sit on the floor back to back with arms 
locked, and retaining such relative positions they try to stand upright. 

Dot and Carry Twof. This is to be performed by three players, whom 
we will style A, B, and C, in the following manner: A, standing between 
B and C, must stoop down and pass his right hand behind the left 
thigh of B and grasp B’s right; he should next pass his left hand 
behind the right thigh of C and take hold of C’s left hand; B and C should 
each pass one arm around the neck of A, and the latter, by raising him¬ 
self gradually, will be able to lift the others from the ground. 

t From “ Indoor and Outdoor Gymnastic Games,” Spalding’s Athletic Library 
Used by permission of the American Sports Publishing Company. 



331 


Elephant Walk. Two boys face each other. No. 1 places his hands 
on the shoulders of No. 2 and No. 2 grasps No. 1 by the hips. No. 1 
jumps and assisted by No. 2 wraps his legs as high as he can under 
the arms of No. 2. No. 1 then lets go with his hands and falls backward 
swinging his head between the feet of No. 2 and places his hands 
on the back of No. 2’s ankles. No. 2 then falls forward and walks on 
his hands and feet with ino. 1 still hanging on. 

Sack of Wheat. Two boys stand facing each other. Boy No. 1 bends 
forward and places his head against the stomach of boy No. 2. Boy 
No. 2 grasps boy No. 1 around the waist and lifts him up on his own 
shoulder, letting go his hold, and boy No. 1 drops on his feet behind 
bov No. 2 and facing in the opposite direction. 

Back Spring. Boy No. 1 gets down on hands and knees, No. 2 with 
a little run places his hands on the ground close up to No. 1 and turns 
a somersault over his* back. Make it as much of a handspring as possible, 
that is, don’t use the back of No. 1 any more than is necessary. 

Bobbin Ahead. No. 1 stands with his back to No. 2 who stands on 
his hands close up to heels of No. 1, and throws his feet up over the 
shoulders of No. 1. The first boy catches the feet of No. 2 as they 
come over, and bends forward pulling him up so that he sits on his 
shoulders. No. 2 goes on over, landing on his feet, and No. 1 then 
stands on his hands, throws his feet over the other boy’s shoulders and 
they go on over and over. 

Eskimo Roll. Boy No. 1 lies on his back while boy No. 2 stands with 
one foot on either side of his head. Each takes hold of the other’s ankles, 
and the boy standing, dives forward between the legs of No. 1, turning 
a somersault, at the same time pulling No. 1 on his feet. The positions 
are thus reversed and No. 1 dives over No. 2 and they go over and over 
several times, always holding tightly to each other’s ankles. 

Contests 

Twisting Sticks. Two grasp a broom handle high over their heads. 
At the word the stick must be brought down between them, thereby 
twisting within the hands of one of the players. 

Arm’s Length Tag. Two players stand each with an arm extended 
at full length at shoulder level, and try to touch each other without 
being touched in return. This will require some rapid twisting, dodg¬ 
ing and bending. A touch on the extended hand does not count. 

Dog Fight. Two persons place themselves on their hands and knees 
facing each other, about three feet apart. Place an endless strap or 
anything that will not cut into the flesh over the heads (which must be 
kept up and back). At the word “ Go, ” the players pull against 
each until one of them is pulled off the mat, or his head is pulled forward 
thereby releasing the strap, thus showing the other the victor. 

Hand Push. The players stand facing each other, and have one foot 
advanced. The hands are held about shoulder high with the palms facing 
outward. At a given signal they try to make their opponent move one 
foot off the ground or to throw him off balance. The one who succeeds in 
doing this to an opponent wins. 

Poison. This is an ancient game. A circle about three feet across 
is drawn on the ground. The players, holding hands, make a ring around 
this, and try to make one of the number step into the poison circle. He 
can evade it by side-stepping, by jumping over, or by dragging another 
fellow into it. 

First to make the misstep is “ it ” for the time or for next game. 


332 


The Finger Featf. Place your hands horizontally across and close 
to your breast and put the tips of your forefingers together; another 
player should then endeavor to separate them by pulling at each arm; 
but if you hold them firmly in the manner described, he will be unable 
to achieve it, although he may be much bigger and stronger than you. 
It is not proper for the second player to use sudden or violent jerks in his 
attempts; he must employ only a steady, regular pull. 

Badger Pull. Two boys face each other a foot or two apart on hands 
and knees. Two belts hitched together are passed around their heads. 
At signal “ Pull” each, crawling backward, tries to pull the other across 
a line drawn on floor between them. Hands must be left on the ground. 

Rooster Fight. Each contestant must stand on one foot and fold his 
arms, then hop on one foot and bunt each other with the shoulder and 
try to make your opponent touch the other foot to the floor. As soon 
as one contestant touches the foot he is not hopping on, to the floor, he 
loses. 

Indian Wrestle. Two boys lie side by side on their backs, with heads 
pointing in opposite directions, their arms securely locked. On the signal 
“ Go ” each raises leg nearest opponent once, twice and on the third 
time locks leg with other fellow and attempts to turn him over. 

Hand Wrestling. The wrestlers stand with right foot advanced clasp¬ 
ing right hands. The object is to make opponent move a foot from its 
position. This constitutes a throw. 

Toe Wrestling. The wrestlers are seated on the ground facing each 
other with hands clasped about the knees. A stick is placed between 
the arms and knees while in this position. The object is to get the 
toes under those of the opponent and roll him over backwards. If 
either wrestler breaks his hand clasp about the knees it constitutes a 
victory for his opponent. 

Elbow Wrestling. A table or some flat surface is necessary for this 
event. The opponents stand on opposite sides of the table placing the 
right elbows together on same. They clasp hands and endeavor to push 
the back of the hand of the opponent down on the table without lifting 
the elbow. 

Cat Fight* ** The opponents bend well forward, clasping their knees 
and a stick is passed back of the knees and over the forearms. They 
try to remain on their feet, and shoulder the other man off his balance. 

Staff Pull-Up. The two players are seated with toes touching, each 
grasping a staff, held horizontally. The stunt is to pull the other man 
up onto his feet. 

Stork Wrestle. Standing on one leg, the players grip hands and try 
to make the other man put down his foot by pulling or pushing. 

Duck Fight. The two men grasp ankles with their hands and each 
tries to shoulder the other so as to make him either let go or fall over. 

Hop Wrestle. The players reach over a line and grasp hands. With 
one foot they hop and try to pull the other man over the line. 

Horizontal Staff Pull. The two players stand between two parallel 
lines, six feet apart, and grasp a staff held horizontally between them. 
The stunt is to pull the other man outside the lines. 

t From “ Indoor and Outdoor Gymnastic Games,” Spalding’s Athletic Library. 
Used by permission of the American Sports Publishing Company. 

** ‘‘Games for boys,” Ripley. Published by Henry Holt and Co., New York 

Other Stunts taken from The Michigan, Alabama, Detroit, and Indiana 
Syllabi on Physical Education. 



333 


APPENDIX J 


Home-made Play Apparatus* 

The following directions for the construction of home-made apparatus 
will be helpful to rural schools and small communities in providing 
adequate play facilities for their children. These instructions are reprinted 
with permission from a rural recreation manual, “ Neighborhood Play,” 
published by the Youth’s Companion in cooperation with the U. S. Bureau 
of Education. 

MATERIALS 

Number 1 spruce or Southern pine is excellent material for most play¬ 
ground apparatus. White ash has the advantage of added strength, but 
it splinters easily. White oak should be used for pieces that receive 
much wear such as swing boards and turning bars. All wood should be 
carefully seasoned, and such parts as come in contact with earth should 
be tarred or treated with creosote. 

It is well to saturate the wood thoroughly with boiled linseed oil. In 
any case, it should be finished with two coats of good outdoor paint, 
preferably dark green in color, or with one coat of shellac, followed by one 
coat of the best spar varnish. 


SAND BOX 

The desire to play in the sand is universal and for little children the 
sand box or sand table is the piece of playground apparatus that brings 
the largest returns. Place it out of the way of stray balls and other 
similar dangers. 

A good size for the box is five feet by ten feet. First remove the sod 
from an area of those dimensions, and if the natural drainage is poor, 
replace the top layer of soil with gravel. Procure two boards fifteen 
feet long and eight inches wide, a few nails, and a joist, two by three 
inches, and eight feet long. Saw the joist into pieces two feet long, 
sharpen the ends, and drive them into ground sixteen inches at the points 
that are to be the corners of the box. From each board cut a piece five 
feet long for the ends of the box. Nail the boards to the corner posts 
so as to form the sides and ends; and if you wish, level the tops. 

The apparatus is complete when you have hauled in the load of sand, 
preferably of the grade known to dealers as “ fine beach.” Be sure it is 
free from earth. It should be changed at the first suggestion of foul¬ 
ness. To keep out stray cats and dogs, it is well to place a woven 
wire fence four feet high about the box. 

To make a sand table, construct one or more boxes, eight inches deep, 
of any desired size, preferably not over three by six feet. Build a strong 
table to support the boxes, about 12 inches above the ground. 

SWING 

Ordinarily, a branch of a tree, a rope and a board are all that is 
needed to make a swing, but when the tree is not conveniently present, 
make a strong simple frame of two posts set in concrete, and a crossbar at 
the top. If you tie the rope to the crossbar or to hooks placed in it, 
the rope will soon wear through. A better way is to place eyebolts, 
two to three inches apart, in the crosspiece. Into the eyes insert a two- 
inch galvanized-iron pipe, with holes drilled two inches from each end; 
place oxbow pins in the holes to hold the pipe in place, and tie the rope 
to the pipe. 


* Taken from the Manual of Physical Education. State of Alabama. 





334 


HORIZONTAL BAR 

For the bar itself a galvanized-iron pipe, carefully sand papered, two 
inches in diameter and six feet long, will serve as well as the more 
expensive and less durable wood. Two inches from the end of the pipe 
drill holes five-eighths of an inch in diameter. For the supports, use 
posts four inches square and nine or ten feet long. Six inches from 
one end of each, exactly in the center, bore a hole two inches in diameter. 
To intersect this hole at the center at right angles, bore another one- 
quarter of an inch in diameter. 

iSet the uprights in concrete. Dig holes for them three feet deep, six 
inches or more square. In a tub, or some other convenient receptacle, 
mix one shovelful of Portland cement, two shovelfuls of sand, and four 
of coarse gravel or small stones, with enough water to make a watery 
mud pie. When the cement has been thoroughly mixed, pour a little of 
it into the bottom of the hole, then put in the upright and pour the 
rest of the cement around it. See that the upright stands plumb and 
leave it undisturbed for forty-eight hours, by which time the cement will 
have hardened. 

In placing the other upright, remember that the horizontal bar must not 
belie its name. Probably you will have to experiment several times with 
the depth of the foundation layer of concrete before you fix the upright 
at just the right height above the ground to make the bar horizontal. 
Place the post with the large hole pointing toward the other post. Pour 
the concrete as before. When it has hardened for forty-eight hours, put 
the bar in place through the holes, and bolt it there with quarter-inch 
bolts. You can set both posts and the bar the same day; but the slower 
method described above will give better results. 

If you wish a removable crossbar, use a pipe six feet, six inches long, 
and arrange the fastening as directed in the description of the teeter, 
which follows. With the bar removed, the uprights can be used as a 
jumping standard. To hold the string or stick over which the contestant 
jumps, drive tliree-inch nails one inch into the side of the uprights. 
Always jump from the side of the uprights opposite to that in which the 
nails are placed. 

An adjustable bar can be arranged by piercing the uprights with as 
many holes as you want, and fastening the bar in place as directed in 
the description of the teeter. 

See that the children who use the bar have a soft place in which to 
land. Sand will save injuries and prevent mud puddles from forming. 


TEETER 

A board over a fence or a rock is a teeter, but a better one can easily 
be made. For the uprights, get two pieces of five-by-five-incli joist five 
and one-half feet long. Four inches from one end of each piece bore a 
two inch hole. Have ready a piece of galvanized-iron, two-inch pipe two 
feet long, with cap on one end, and a three-eighths inch hole drilled two 
inches from the other for an oxbow pin. You can use another bow pin 
instead of a cap, or can substitute carriage bolts for both, or can drill 
holes through pipe and wood, and bolt the pipe in place, as you do the 
horizontal bar; but the first suggestion is the simplest, since it permits 
the easy removal of the pipe. 

Dig holes, with their centers eighteen inches apart, three feet deep, six 
inches square. Set first one upright, then the bar, then the other upright, 
as directed for the horizontal bar. Be sure to allow the concrete sufficient 
time to harden. 

The plank should be fourteen feet long, two inches thick, and ten inches 
wide; to keep it in place upon the pipe, bolt to it on under side two 
crosspieces of hard wood, each two inches square and ten inches long. For 


335 


the carriage bolts that are to hold these crosspieces in place, bore four 
holes, each six feet nine inches from each end of the plank, and three 
inches from the edge. Pad the ends of the plank, to form a protection 
from sudden jars. 

The teeter is so popular and so liable to abuse that the plank should 
generally be taken in every night; and the bar removed when the play¬ 
ground is to be closed — officially — for more than a few days. 

GIANT STRIDE 

The basis for a cheaply and easily constructed giant stride is an old 
wagon wheel and a pole eighteen feet long and five inches in diameter 
at the small end. In almost any village the wheel can be had for the 
asking, and the pole probably can be cut in the woods. 

If you use a wheel with a wooden axle stub, remove the axle from the 
skein, which is the “ tapering metal sleeve surrounding a wooden axle 
spindle to protect it from wear.” Shape the top of the pole to fit into 
the axle skein, and fasten the skein securely in.place. 

If you use a wheel with a metal axle, cut off the axle about a foot 
from the hub, and sharpen it to a point. Here is where you may have 
to call upon the blacksmith. Cut off the spokes four inches from the 
hub. Into the middle of the small end of the pole bore a two-inch hole 
about six inches, and drive the axle into it. If the blacksmith is help¬ 
ing yotx, have him shrink an iron collar on the end of the pole, to keep 
it from splitting. It is well to use an all-metal wheel and axle. 

Cut sixty feet of one-inch Manila rope into four equal pieces. With 
copper wire, or by splicing, attach the ropes to the hub. Knot them at 
the bottom, and about every two feet for the lower eight feet. After it 
has been hung in the sun and rain until it has stretched as much as it 
will, apply a thin solution of pine tar to preserve it. 

Set the pole in concrete, four feet in the ground. At that height, the 
lower knot of the rope should clear the ground by about two feet. It is 
well to place a tin or other waterproof cover over the hub, if it is ex¬ 
posed. The entire wheel may be used, and the ropes tied to the felly; 
the result is a lengthened flying stride, but an increase in danger. 


22 


336 


Use of the Apparatus 

THE SWINGS 

Little children should use the little swings. 

Children should swing themselves. 

Girls at least should not stand up. 

Should not swing high. 

' Boys must keep away from the girls’ swings. 

The little children must keep away from the large swings. 

The little children may be changed by monitors, by whistle. 

Note. The swing is one of the most dangerous pieces of apparatus, 
physically and socially, in a crowded playground and requires constant 
watchfulness on the part of the teacher. 

THE SEE-SAWS 

A child must not jump or slide off when the other child is up in the air. 
Must not stand up on see-saws. 

Must not bump down so as to make a noise. 

THE SAND BIN 

The sand bin should be kept free from paper, lunch, etc. 

The sand requires sprinkling in dry weather. 

The sand must be changed occasionally; the old sand may be used for 
jumping pits, etc. 

THE GIANT STKIDE 
Small children must be kept away from it. 

The children must be instructed in getting off. 

The teacher must watch the attachments and splices. 

the slide 

The teacher should not allow children to come down standing up; or 
to run up. 

Small children to go up alone or with other small children. 

The teacher must keep sand at the foot of slide. 

Watch for slivers, nails, or screws. 

Oil with raw linseed oil or wax occasionally. 

References 

1 . “ Playground Technique and Play Craft, ” Arthur Leland, Double- 
day Page & Co., Garden City, N. Y. 

2. “ Layout and Equipment of Playgrounds, ” Playground & Recreation 
Association of America. 


337 


APPENDIX K 

Diagrams of Fields and Courts 



End DIAGRAM OF A BASKET BALL COURT L»ne 





















338 


Baseball Field 













Junior Baseball Field 



Junior Baseball Field 





340 


Soccer Field 


Key to Sketch: 


O. K.—Outside Right. 
O. L.—Outside Left. 

T. It.—Inside Right 
I. L.—Inside Left. 

('. F.—Center Forward. 


R. H.—Right Half. 
C. H.—-Center Half. 
R. F.—Right Full. 
L. F.—Left Full. 

O. K —Goal Keeper 


Coal 


Goal Lin* 



Goal 


Goal 


Line 
















341 


Laying out Grounds.* 

In laying out’ grounds it is well to make all bases, coiner markers, 
range marks, and location marks permanent by sinking in the ground 
at the proper places, bricks, or large stones, or wooden or concrete 
blocks. These are easily found when the regular line markings become 
obliterated, and save the trouble of making re-measurements. Wooden 
pegs are not satisfactory; they are not always easy to find. Try burying 
two or more bricks at each place and covering them with cement, level¬ 
ing and shaping neatly. Markers should be just flush with the ground 
so that people will not stumble over them, and so that a lawn mower 
or roller will easily pass over them. Treat occasionally with a coat of 
whitewash. 

Marking grounds is tiresome and disagreeable work at the best. A 
great deal of it has to be done, and it pays to get ready for it, and to 
have conveniences easily accessible and always in order. 

As an aid to measuring and marking, a twenty-five or fifty foot tape 
line is desirable. But still more important is a stout cord at least 
one hundred feet long, with a bit of leather or perhaps red flannel 
stitched on every ten feet, and wound on a reel, home-made of course. 
These little conveniences mean much in playground work. A cord like 
this is better than a regular tape measure because it can be used when 
the ground or grass is wet, or when a guide line is needed in making 
boundary lines with the line marker. 

For liquid marking use whitewash. A very desirable whitewash can 
be made by adding to each peck of stone lime while it is slacking, a pound 
of tallow and two quarts of strong brine. Thin as needed and apply 
with a brush or marker. It is well to keep a supply of whitewash 
on hand in a galvanized iron ash can, or strong cask, or a large crock. 
For dry marking, use slaked lime, or marble dust, or a mixture of 
whiting (1 part), and sand (2 parts). 

The Spalding Dry Tennis Marker at one dollar is excellent. But try 
a watering pot with the nozzle pinched partly shut; or a pail mounted on 
little wheels, and with a sap tube projecting from the bottom. To this 
tube fasten a piece of rubber tubing, and pinch it shut with a spring 
clothes pin when the flow of whitewash is to be checked. 


* From “ Syllabus of Physical Training,” State Board of Education, Virginia. 







































INDEX 


A 

Page 

Activities, After school . 9 

Activities by age periods . 9 

Activities classified by values . 7 

Aims of physical education . 6 

Alignment .„. ,.. 20 

Apparatus, Hand . 26 

Apparatus, Heavy or fixed . 26 

Apparatus, Homemade playground . 333 

Apparatus, Precautions . 44 

Aquatic activities . 89 

Athletic activities . 74 

Athletic Badge Test (Boys) .78, 300 

Athletic Badge Test (Girls) .78, 301 

Athletic coaching . 325 

Athletic courtesy . 87 

Athletic games ..83, 294 

Athletic meet . 83 

Athletic standards . 86 

Athletic tests . 78 

Athletics between schools.79, 80, 81 

Athletics by instructional periods . 74 

Athletics, Control of . 81 

Athletics, Girls’ . 79 

Athletics within the school . 75 

Attention . 28 

B 

Bar, Horizontal . 334 

Basket ball . 294 

Box, Sand . 333 

c 

Calisthenics . 26 

Cast off . 70 

Certificate, Physician’s . 85 

Classification for fairness . 81 

Classification of activities . 7 


343 




































344 


Page 

Command, Gymnastic . 27 

Command, Marching . 19 

Command, Response . 33 

Contests. 331 

Correct positions . 46 

Correction guides or cues ...57, 58 

Correction of postural defects .49, 50 

Corrective gymnastics .27, 58 

Countermarch . 70 

D 

Dancing . 69 

Defects, Organic . 65 

Defects, Types of postural . 47 

Definition of physical education. 6 

Diagrams of fields and courts. 337 

Disciplinary gymnastics . 26 

Dramatic activities . 60 

Drill, Relief; Aim, Leadership of . 44 

E 

Educational gymnastics . 26 

Eligibility rules . 85 

Events, Athletic . 82, 284 

Examination, Medical . 85 

Exercises, Corrective. 58 

F 

Facings . 21 

File . 20 

Flank . 2n 

Folk dances, Grade I . ng 

Grade II . 131 

Grade III . 155 

Grade IV . 174 

Grade V . igg 

Grade VI . 224 

Grade VII . 246 

Grade VIII . 2 68 

Folk dancing. gg 

Formal exercises . 19 

Formation for class . :. 24 

Formation for games . gg 

Free hand gymnastics . 26 27 

Furniture, School . 47 ’ -g 









































345 


G 


Page 

Games . 65 

Games Grade I . 113 

Grade II . 135 

Grade III . 159 

Grade IV . 178 

Grade V . 200 

Grade VI . 229 

Grade VII . 251 

Grade VIII . 277 

Games, Athletic team .74, 83, 294 

Games, Singing . 69 

Games, Singing Grade I . 104 

Grade II . 126 

Giant Stride . 335 

Grading physical education . 10 

Grading of posture . 49 

Grand Chain. 70 

Group contest _.76, 320 

Grouping for rural schools . 13 

Gymnastics, Corrective .27, 58 

Gymnastics, Definition, values . 26 

Gymnastics, Educational . 26 

Gymnastics, Free hand .26, 27 

Gymnastics, Hygienic . 26 

Gymnastics, Teaching of . 33 

Guides for correction . 58 


H 


Health officers, Pupil . 11 

Height, Athletics classified by ... ..78, 306 

Hygiene, Classification of . 7 

Hygienic gymnastics . 26 


I 


Interclass athletics ..81, 82 

Interscholastic athletics .79, 80, 81, 85, 86 

Intra mural athletics .75, 80, 81 


L 


Ladies Chain . 70 

Law, The . 5 

Laying out fields . 341 

Leaders, Pupil .11, 14 

League, Interelass ..81, 82 








































Page 

Marching, Definition, Values .• 19 

Marching, Teaching of . 24 

Mass Athletics . 76 

Meet, Track and Field . 83 

Mimetic exercises .60, 61 

Mimetic plays Grade III . 144 

0 

Officers, Pupil health. 11 

Officials, Duties of. 284 

P 

Playground apparatus, Home made . 333 

Playground Ball. 294 

Position, Starting . 34 

Position, (The Command) . 28 

Positions, Correct . 46 

Postural defects, Types and causes of . 47 

Postural instruction . 49 

Postural training . 50 

Posture . 46 

Posture, Importance of. 46 

Posture tests . 48 

Precautions on apparatus . 44 , 336 

Q 

Quadrille . 70 

R 

Rank . 20 

Recess, Use of. 9 

Recreational activities . 7 ? go 

Relief Drill. 44 

Response commands . 33 

Rhythmic steps . 70 

Rhythmical activities . 69 

Rhythmical command . 33 

Rope skipping rhymes . 202 

Rules for athletic events . 284 

Rules for athletic games . 294 

Rural schools, Courses adapted to . 13 



































/ 


347 

S 

Page 

Schedule and score card . 324 

Signals, Starting and stopping. 33 

Singing games Grade I . 104 

Grade II . 126 

Soccer . 295 

Sportsmanship .86, 87 

Starting position . 34 

Steps, Rhythmic . 70 

Story plays Grade I . v . 98 

Grade II . 121 

Stunts .16, 88, 328 

Suggestions, General. 12 

Swimming . 89 

Swing, Playground . 333 

T 

Tactics, Explanation of . 19 

Teeters . 334 

Temperature, Schoolroom .11, 50 

Tests, Athletic . 78 

Tests, Posture . 48 

Time, Division of . 8 

Time, Divisions of in rural schools . 14 

V 

Value of gymnastics . 26 

Values, Classification by . 7 

Ventilation .11, 50 

w 

Water sports . 89 

Weight, Athletics classified by .79, 314 

Winter activities .17, 90 


























































































































t 


i 






